1. Day 2 Differentiation Training

2. Norms Take care of your own needs Turn cell phones to silent Actively participate in process of learning What happens here leaves here

3. Goals 1.To identify the elements of differentiated instruction necessary to implement small group instruction 2.To begin campus discussion of the current status of the campus in each of the five elements and begin an action plan for implementing next steps

5. Supportive Learning Environment What is a connection that you made between the current practices in your classroom and this segment?

6. Continuous Assessment What is something that you will want to implement for the 2011-2012 school year to support continuous assessment in your classroom?

7. High Quality Curriculum How did the implementation of CSCOPE support a high quality curriculum in each classroom in Seguin?

8. Respectful Tasks What messages do respectful tasks give to your students?

9. Flexible Grouping What evidence of flexible grouping do you currently see on your campus? What improvements or changes would you make as you continue to support flexible grouping on your campus?

10. Reflection Why is it critical to include each of the 5 elements of differentiation as you plan small group instruction to meet the needs of each student in your classroom?

11. Guided Math

12. Guided Math Goals for today… Leave with an understanding of: Organization/management of classroom 2 of the components of math block guided math instruction work stations

13. Hair-Raising Activity

14. Math Instructional Block Guided MathWork Stations Small Group Instruction Whole Group -Think Aloud -Core Lesson -Review/Assess

15. What is Guided Math? One component of a balanced mathematics program Students learn in small flexible groups based on instructional level Students work in appropriate TEKS- based workstations Source:Cobb County District K-5 Math Coaches

16. Teacher Role During Guided Math Analyze formative and summative student data to plan for instruction and flexible grouping Develop a system for tracking student learning Use a new approach and strategies to teach small group instruction Set up standard-based work stations with a focus on problem solving Conference with students individually Acts as facilitator

17. Student Role During Guided Math Work in small groups at different work stations and/or with teacher Understand the guided math schedule Are accountable for producing quality work

18. Work Stations

19. Whole Group vs. Guided Math Sorting Activity

20. Whole Group vs. Guided Math Whole GroupGuided Math Student-centered One standard Can be differentiated One lesson/focus for entire group Instruction based on SE/Scope and Sequence Teacher acts as facilitator Not all students have same understanding of different concepts It ’ s possible that only some student misconceptions are clear Higher order questioning Use of manipulatives Balanced instruction Experiential learning Student-centered One standard Differentiated Small group focused instruction using a new approach/lesson Based on need of individual students (data- driven instruction) Groups are flexible, change frequently Balanced instruction Experiential learning Clears up all misconceptions Higher order questioning Teacher acts as facilitator

21. Sample Math Schedules

22. Guided Math 20-30 Minutes Small group reteach, conferencing &/or extension Collaborative problem- solving Center Activities Manipulative discovery and connections Think-Aloud 10-15 Minutes Model thinking process for problem solving & test-taking strategies Core Lesson 30-60 Minutes Whole group standards-based lesson Review/ Assessment 10-30 Minutes Review important concepts Reflect or Assess Total Time 120 Minutes

23. Think-Aloud 10-15 Minutes Model thinking process for problem solving & test-taking strategies Core Lesson 30-60 Minutes Whole group standards-based lesson Review/ Assessment 10-30 Minutes Review important concepts Reflect or Assess Guided Math 20-30 Minutes Small group reteach, conferencing &/or extension Collaborative problem- solving Center Activities Manipulative discovery and connections Total Time 120 Minutes

24. Small Group Instruction

25. Data-Driven Instruction Small group instruction is always based on data (Unit Assessments, CBAs/PIs, student conferences, anecdotal notes, teacher observations, etc.) Data will point to student misconceptions, lack of understanding, or level of understanding

26. Small Group Instruction Always start with the concrete (base-ten blocks, cubes, counters, etc.), move to pictorial, and end with the abstract (number sentences or equations) Focus of small group instruction (all levels) is on clearing misconceptions. Start with what students know, then build from that knowledge. Questioning, exploration, and sharing should be occurring on a daily basis. Students should be sharing their strategies for solving math problems daily. Manipulatives should be used in small groups to allow students time to explore concepts they didn’t understand the first time.

27. Small Group Instruction Resources: CSCOPE Exemplar Lessons Engaging Math Differentiated Instruction Lessons from Envision Investigations Dr. Nicki’s Guided Math Blog Standards in the Math Classroom http://guidedmath.wordpress.com

29. Organization Spaces & Places Arrangement and Organization of Room

30. Ideas for organizing workstations Students can be grouped into cooperative learning teams with no more than 4 students Within each group they can work independently in pairs or as one unit In the beginning, introduce 1 math workstation at a time and have all groups work on the same task with their groups Set expectations for acceptable behaviors during guided math –For example, “Ask 3, Before Me” Once the groups are established, and the routines of the task are understood, teachers can begin rotating students from 1 workstation to the next at intervals

31. Ideas for workstations Small group instruction with the teacher Technology (computer games, calculator, smartboard, overhead) Fact Fluency Station Problem Solving Station Place Value Station (Base ten manipulatives) Measurement Station (math chart) Vocabulary Station Review and Practice Station

32. Work Stations

33. Transitions Use a signal to let students know it is time to listen to an instruction, clean up etc. (clicker, song, chime, word or phrase) Have a clear picture in your mind of what a transition should look like. Make sure that from the very beginning of the year that you communicate your expectations, provide explicit directions, model your expectations and actively follow-up with what went well during center and transition time. Make sure students are clear about how many students can be at one learning center at a time. If you have students who have difficulty meeting your expectations, partner them with another student or hold a goal planning session with that student. Give students the responsibility of being a learning center leader. These are the students that other students can get assistance from, while you are teaching your small groups or working with individual students.

34. Math Workstations Math Workstations Set up around the room on desks, tables, floor, or bulletin boards (remember technology) Can be put in tubs and placed on students ’ desks Based on concepts to maintain and/or concepts to expand Should be based on TEKS that have been previously taught and include problem solving Students are held accountable for their learning.

35. How do I get started with workstations? Decide on workstations: –Math Strands and TEKS –Concepts to maintain –Skills being taught –Problem solving –Fluency building activity Be sure the workstations are authentic, standards-based activities and not “ busy work ” (not worksheets). Create a planning system and a student log

36. Math Stations Should… Look Like: Students are working with math ideas. Students are taking turns nicely. Students are talking with their partners about math. Materials are put back in their places. Students are on task. Students are using materials like the teacher modeled. Teacher is not interrupted while working with a group. Sound Like: Quiet voices so others can learn. Using math vocabulary. Talking with just your partner. Making choices together. “Let’s try this together.” Feel Like: I can do it! I like to solve problems. Calm I like math! Active engagement

37. What is everyone else doing? Sample organization of Work Stations Organization Activities are organized in designated areas that are readily accessible to students Students know expectations (where to go and what to do) http://www.mandygregory.com/guided_math_groups.htm

38. Math Workstation Resources Mrs. Powell’s Math Tubs Explanation Marcia’s Math Tub Fun Mrs. Meacham’s Math Tubs Laura Candler MathWire Online Facts Practice Games http://mathlearningcenter.org/ development/workshops.asp Resources You Already Have 1. Mathematics Standards in the Classroom 2. CSCOPE Activities 3. Computers & websites 4. Investigations 5. enVision center games 6. TEXTEAM Binders

50. What Now? Decide on rules and routines Set up groups Create a schedule Develop accountability form Plan guided math lessons Design workstations

51. Math Work Stations K-2 by Debbie Diller New resource for K-2 math workstation Great examples of workstation by math strand Lots of picture examples Scavenger Hunt to explore new resource

52. Setting Up Criteria and Expectations The First 20 Days

53. Seguin ISD Website New Seguin Math Website –Resources for parents, teachers, and students –Guided Math Video and Resources –STAAR resources –Professional Development PPTs –Instructional Coaches Contact Info

54. Reflection: Hair-Raising Activity Part II

55. Thank You!!

56. Resources Guided Math by Laney Sammons, Shell Education pps. 27