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Meeting the Needs of All Students in Your Math Class

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Presentation on theme: "Meeting the Needs of All Students in Your Math Class"— Presentation transcript:

1 Meeting the Needs of All Students in Your Math Class
Janet Introductions Teammates for 5 years at elementary school in WA state Math Workshop in the K-6 Classroom Kelly Dionne-Yahr, Pam Pogson, Janet Scott, Courtney Tomfohr Shannan Painter – Principal and Videographer Meridian Elementary Kent, Washington

2 Outcomes Experience the journey from a traditional math class to math workshop Compare best practices both in literacy and math Explore the structure of the math workshop classroom Define difference between a primary and an intermediate classroom in math workshop Share methods for differentiation Janet Establish Objectives We will offer the model so individuals can differentiate as they see fit

3 “The Journey” Literacy Workshop Driven by Authentic Assessment felt right Disconnect between Literacy and Math Math teaching driven by published curriculum vs. new standards Janet Authentic Assessment: DRA/IRI /ARI//QRI/Running Records Disconnect – structure of dailys worked in reading and when we tried to replicate it in math it didn’t work! AHAAA –Published Program was driving our instruction and we were Not using our assessments/student needs to drive our instruction – NO differentiation

4 Literacy Classroom Goals
Best Practice Literacy Classroom Goals Math Classroom Goals Structured, relaxed classroom environment A variety of materials for students to use at THEIR level A variety of resources available that students are encouraged to use to solve problems Flexibility and choice to meet needs Students working problems using choice of methods Both independent and collaborative work Independent and collaborative work Atmosphere that encourages learning and is inspired Environment is set up to allow for mistakes and thinking to occur Students working at THEIR level Teacher modeling, modeling, modeling the expected behaviors Pam Get Quotes and share resources – NEED MEAT What is rationale for gradual release?

5 Setting Up Math Workshop
Primary Courtney

6 Setting Up Math Workshop
Intermediate Pam – set up math conversation and expectations Show Expectations chart Highlight differences between primary and intermediate

7 Turn & Talk Consider the grade you teach and discuss with your neighbor what the first 20 days might look like in your classroom. Courtney

8 Primary vs Intermediate Structure
2 Mini Lessons (5-7min) 1 Mini Lesson (15-20min) Practice Activities after each (Math to Self, Math to Someone) Practice (Independent and Group Work) Conferring Share Pam Primary has 2 mini lessons, 2 different focuses for the day. Students all do math to self at once and math with someone at once in primary vs. Daily 5 where they have choice within each rotation One is number sense lesson and the next round would be the content standard. Intermediate has number sense and content together in the mini lesson. The differences are due to stamina.

9 The Structure in Primary
Kelly & Courtney Mini-Lesson, Practice, Share = Gradual Release Model Differentiation and conferring

10 Structure in Intermediate
Pam Add nate’s video

11 Turn and Talk How is this similar to your own classroom?
What is different? What questions do you still have? Courtney How is this similar to your classroom? How is it different? What questions do you still have?

12 Differentiation Differentiation is conferring to us!
We use assessments to drive our conferring. Kelly Assessment drives what we confer……Differentiation means conferring to us! Assessment (either oral or written) tells us what the student needs, in conferring sessions, skills are taught and reinforced, the teacher then guides the student to the appropriate task to practice the needed skills. When a skill is mastered, the continuum is highlighted, a new skill is identified to practice on, just like on the literacy café menu. Share video and samples from conferring notebook. Kelly to share communication form to support staff in the room.

13 Pam what you’ve highlighted and why
Where the information came from

14 Kelly – how to differentiate

15

16 Pam what you’ve highlighted and why
Where the information came from

17 Outcomes Experience the journey from a traditional math class to math workshop Compare best practices both in literacy and math Explore the structure of the math workshop classroom Define difference between a primary and an intermediate classroom in math workshop Obtain methods for differentiation

18 Reflections and Questions
Time to reflect and write Share out or ask questions Assessment drives what we confer……Differentiation means conferring to us! Assessment (either oral or written) tells us what the student needs, in conferring sessions, skills are taught and reinforced, the teacher then guides the student to the appropriate task to practice the needed skills. When a skill is mastered, the continuum is highlighted, a new skill is identified to practice on, just like on the literacy café menu. Share video and samples from conferring notebook. Kelly to share communication form to support staff in the room.

19 Resources O.S.P.I. Website Daily 5 and CAFÉ Daily CAFÉ
Daily 5 and CAFÉ Daily CAFÉ  http://www.TheDailyCafe.com/public/1903.cfm Meridian Elementary Website Mathematics Education Collaborative (MEC) Classes Developing Mathematical Ideas (DMI) Classes ORIGO

20 Thank You Please fill out the evaluation sheet for our professional growth. All handouts and Power Point available on Daily CAFÉ website and Meridian Elementary website. If you have any questions feel free to contact us: Janet Kelly, Courtney, Pam pass out cards with


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