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How To Differentiate Mathematics Instruction Using Math Stations Fulton County School System Nelly Belinga-Hill Mathematics Teacher Math Department Chair.

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Presentation on theme: "How To Differentiate Mathematics Instruction Using Math Stations Fulton County School System Nelly Belinga-Hill Mathematics Teacher Math Department Chair."— Presentation transcript:

1 How To Differentiate Mathematics Instruction Using Math Stations Fulton County School System Nelly Belinga-Hill Mathematics Teacher Math Department Chair Martin Luther King Jr High School June 28 th, 2011

2 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Agenda 1. Opening Activity: Choice Board (30 mins Thinking & 30 mins Sharing) 2. Morning Discussion: The Importance of Problem Solving in Mathematics (30 mins) 3. Connecting The Pieces: From Problem Solving to Station Teaching (30 mins) Morning Break (10:30 – 10:40 am) 4. Differentiating Instruction: How Math Stations Help Differentiate Instruction (2h) Lunch Break (12:40 – 1:40 pm) 5. Afternoon Session: Designing Your Own Differentiated Lesson (2h and 20 mins) Essential Question How can I use Math Stations to differentiate instruction in my classroom?

3 1. Opening Activity Choice Board

4 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Problem solving Choice board Choose 3 activities You have 30 mins You must go through the center Think – Group (optional) - Share 10 mins 10 mins 10 mins DrawMove Around Sing Write a Speech Math Challenge Questions Debate Journal Entry Describe the Learning environment Role-Play 1. Opening Activity: Choice Board

5 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations How many valentines? Solution To Math Challenge 1 There are five friends. For Valentine's Day, each friend gives each other friend a valentine. How many valentines are there altogether? Next, extend your reasoning to a larger number, what if you had 28 friends? Introduce yourself Share Some of Your Answers 1. Opening Activity: Choice Board Source: valentines/handshakes3_act.html?uid=0 valentines/handshakes3_act.html?uid=0

6 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations NCTM Standard 2NCTM Standard 2 (1998) Sets the purpose of patterns, functions, and algebra in mathematics education at all grade levels. Mathematics instructional programs should include attention to patterns, functions, symbols, and models so that all students: understand various types of patterns and functional relationships; use symbolic forms to represent and analyze mathematical situations and structures; use mathematical models and analyze change in both real and abstract contexts. 1. Opening Activity: Choice Board Source: NCTM Principles and Standards (1998)

7 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Types of solutions 1. List Them All 2. Do Addition 3. Draw Points and Arrows 4. Make a Star 5. Make a Grid 6. Look for a Pattern 7. Use a formula 8. Just do it Source: Annhenberg CPB/Math and Science Project 1. Opening Activity: Choice Board

8 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Types of solutions List them all Do addition Suppose the names of the friends are A, B, C, D, and E. Let's list the valentines that each friend gives, starting with A's valentines. A–B, A–C, A–D, A–E B–A, B–C, B–D, B–E C–A, C–B, C–D, C–E D–A, D–B, D–C, D–E E–A, E–B, E–C, E–D That's 20 valentines. Suppose the names of the friends are A, B, C, D, and E. A gives 4 valentines B gives 4 valentines C gives 4 valentines D gives 4 valentines E gives 4 valentines Add the numbers. The total is 20 valentines. 1. Opening Activity: Choice Board Source: Annhenberg CPB/Math and Science Project

9 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Types of solutions Draw points Make a star and arrows Suppose the names of the friends are A, B, C, D, and E. Draw an arrow between each pair. Then count the arrows. There are 10 and each one represents 2 valentines. So that's 10 twicea total of 20 valentines. This solution is a lot like "Draw Points and Arrows," except we arrange the points differently. Suppose the names of the friends are A, B, C, D, and E. Every arrow represents 2 valentines and there are 10 double-headed arrows. Again, that's 10 twicea total of 20 valentines. 1. Opening Activity: Choice Board Source: Annhenberg CPB/Math and Science Project

10 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Types of solutions Make a grid Suppose the names of the friends are A, B, C, D, and E. We make a grid of all the friends. Each pink square is a valentine. The gray squares show that each person does not send a valentine to himself or herself. Either count the pink squares (20), or notice that there are 5 x 5 = 25 squares in the whole grid, minus 5 gray squares. Thus = 20 valentines. 1. Opening Activity: Choice Board Source: Annhenberg CPB/Math and Science Project

11 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Types of solutions Look for a pattern Here we look at even smaller numbers. 1. What if there were only one person? Then no valentines are given. Zero. 2. What if there were only two friends instead of five? Then there would be 2 valentines exchanged. 3. Three friends, there would be 6 exchanged. 4. Four friends, there would be What's the pattern? 0, 2, 6, 12,...? Between the first and second numbers is a difference of 2. Between the second and third, a difference of 4. Between the third and fourth, a difference of 6. And so on. If the pattern were to continue, the next number would be a difference of 8and 20 valentines would have been exchanged. 1. Opening Activity: Choice Board Source: Annhenberg CPB/Math and Science Project

12 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Types of solutions Use a formula You know that if there are n people, each will send out (n - 1) valentines. So the total number of valentines V is V = n (n - 1) Since n = 5 in this situation, V = 5 x 4 = Opening Activity: Choice Board Source: Annhenberg CPB/Math and Science Project

13 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Types of solutions Just do it Get four friends. Now there are five of you. Give valentines to each other. Then collect all the valentines and count them. There are 20. Source: Annhenberg CPB/Math and Science Project 1. Opening Activity: Choice Board

14 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Checkpoint question: 5-mins discussions Discuss – Summarize - Share 2 mins 1 mins 2 mins How do we build this type of reasoning across the grades (K – 12)? 1. Opening Activity: Choice Board

15 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Across the grades The youngest children begin simply by counting. They count by 1s, then by 2s, 5s, and 10s. These patterns give students a natural strategy to understand addition and multiplication. When considering a number pattern such as 2, 4, 6..., a young student will ask herself, By what number can I count (add) to get to the next number in the pattern and the next and the next? As the student gets older, her knowledge of patterns advances from sums to products. When asked for the 50th number in the pattern, she will know to multiply 2 times 50. High school students can start to understand functions, such as f(x) = 2x + 2, where x is the numerical sequence 0, 1, 2, 3,…. They begin with simple in-out machines and gradually adapt their understanding to the abstractions of algebra. 1. Opening Activity: Choice Board Source: NCTM Principles and Standards (2000)

16 2. Morning Discussion The Importance of Problem Solving In Mathematics

17 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Discussion Question Describe what is meant by Problem Solving. Why is this important? How is this different from the problem solving you see in most math books? 2. The Importance of Problem Solving In Mathematics

18 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations NCTM Standard (2000) Problem Solving Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings. Solving problems is not only a goal of learning mathematics but also a major means of doing so. Students should have frequent opportunities to formulate, grapple with, and solve complex problems that require a significant amount of effort and should then be encouraged to reflect on their thinking. 2. The Importance of Problem Solving In Mathematics Source: NCTM Principles and Standards (2000)

19 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Importance of Problem Solving In everyday life and in the workplace, being a good problem solver can lead to great advantages. Problem solving is an integral part of all mathematics learning, and so it should not be an isolated part of the mathematics program. By learning problem solving in mathematics, students should acquire ways of thinking habits of persistence and curiosity confidence in unfamiliar situations Problem solving in mathematics should involve all the five content areas described in the NCTM Standard: build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. 2. The Importance of Problem Solving In Mathematics Source: NCTM Principles and Standards (2000)

20 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Problem Solving Artifacts Found in Various Classrooms (Cont.) What to do if you get stuck 1. Read the problem again 2. Look back at the lesson 3. Look back at the previous work 4. Look in the book 5. Refer to the reference chart 6. Ask your partner 7. Ask the teacher 10 Steps to Success 1. Just keep trying 2. Try to determine whats working 3. Try to determine whats not working 4. Try to find someone who has done it 5. Try and ask for help 6. Try again tomorrow 7. Try it a little differently 8. Try one more time 9. Try again 10. Try 2. The Importance of Problem Solving In Mathematics

21 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Problem Solving Artifacts Found in Various Classrooms (Cont.) 7 Steps to Solving Math Problems 1. Identify the Problem What is the question asking? 2. Define the Problem What will the answer look like? 3. Formulate a Strategy How should I tackle this problem (VANG)? 4. Organize the Information What information is given? 5. Allocate Resources Where can I read more or learn more about this? 6. Monitor Progress How much time do I have? What are my steps? Do I need to use a different strategy? 7. Evaluate the Results Does my answer make sense? Is this the best possible solution? 5 Steps to Solving Math Problems 1. Identify Problem- What is the problem asking you for? 2. Indentify knowns/unknowns- Organize given information 3. Translate known/unknowns into math symbols/language- Assign variables, subscripts and formulas as necessary 4. Solve for unknown 5. Check answer 4 Steps to Solving Math Problems 1. Look for clues 2. Establish a Game Plan 3. Solve the Problem 4. Recheck and Reflect. 2. The Importance of Problem Solving In Mathematics

22 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Checkpoint Question What type of Problem Solving Artifacts do you use in your classroom (or do you plan to modify and use)? 2. The Importance of Problem Solving In Mathematics

23 3. Connecting the Pieces From Problem Solving to Station Teaching

24 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations I spend 3 ½ hours Online. I listen to music 2.5 hours a day. I do 49% of the reading assigned. I spend two hours on my cell phone. I Face Book through most of my classes. I read 3 books a Year. 3. From Problem Solving to Station Teaching

25 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations I hear, and I forget I see, and I remember I do, and I understand. Confucius As teachers, we recognize that we are teaching a different generation with different needs. It is therefore imperative to equip ourselves with tools that will help us address diverse learners, henceforth increase the engagement level. 3. From Problem Solving to Station Teaching

26 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations I Do and I Understand. What are Math Stations? Math stations are areas in the classroom where students refine a skill or extend a particular math concept or concepts. They may also be different places in the classroom where students work on tasks simultaneously, and whose activities are linked. 3. From Problem Solving to Station Teaching

27 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Connecting the Pieces Math Stations - Problem Solving Problem Solving Students should acquire: Ways of thinking Habits of persistence and curiosity Confidence in unfamiliar situations Math Stations Math stations are areas in the classroom where students refine a skill or extend a particular math concept or concepts. They may also be different places in the classroom where students work on tasks simultaneously, and whose activities are linked. Problem Solving Math Stations 3. From Problem Solving to Station Teaching Source: Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms.

28 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Example of a Math Station Lesson Math 1 Probability Lesson Video + Hands-On Experience 3. From Problem Solving to Station Teaching

29 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations 4 Corner Picture Closing 4. How Math Stations Help Differentiate Instruction ….Math Stations Are Like….Because…..

30 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Types of Math Stations Rotating Stations - rotate students through activities, or rotate activities through groups of students Individualized Stations - students/groups only use the stations they need or to which they are assigned Sequential Learning Stations - students must work through the activities in a particular order and proceed with mastery Thematic Stations - all activities set up to support a specific unit of study Enrichment Stations - stations that can be selected after assigned stations are completed 3. From Problem Solving to Station Teaching

31 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Whole class warm-up Review station assignments made based on pre-assessment Pull a group to the teachers station for a structured focus lesson. Other students work at their stations. You move around to monitor their progress when students at the teachers station are working in pairs or independently. Whole class closure activity. Whole class warm-up On grade level focus lesson for most of the class Above grade level students work on an anchor After focus lesson, students refine their understanding at a specific station or through an anchor activity Above grade level students receive their focus lesson at the teachers station. Whole class closure activity. 4. How Math Stations Help Differentiate Instruction

32 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Station Teaching Be Practical Do Begin where students are, not where you think they should be. Pre-assess. Focus on the essentials so that struggling learners dont drown in a pool of disjointed facts: Unpack the standard, explain the goal. Articulate your expectations and spend time modeling the type of work found at each station. Work diligently to ensure that struggling, advanced, and in-between students think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. Have a strong closing. Give students an opportunity to reflect on their problem solving skills: Math stations are not Math Games; they are learning centers. Dont Do not ask Students to count off from 1 – 4 and form groups. Use your pre-assessment data. Students do not move from station to station in a round-robin style. You determine which station and when! Dont just ask students to Figure out the instructions. Give clear instructions regarding material management, time management, direction of the movements, LOTS (Language of the Standard). Do not sit at your desk and miss out on scaffolding opportunities. Build in time for you to circulate and use your questioning techniques. Dont work in isolation. Collaborate with your department to develop tasks for review, practice, and enrichment. 3. From Problem Solving to Station Teaching

33 4. Differentiating instruction How math stations help differentiate instruction

34 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Connecting the Pieces Math Stations - Problem Solving - Differentiated Instruction Problem Solving Math Stations Differentiated Instruction 4. How Math Stations Help Differentiate Instruction

35 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations GAPSS Instruction Standard 2.2 – All teachers make appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon diagnosis of students readiness levels, learning styles, interests and personal goals. 4. How Math Stations Help Differentiate Instruction

36 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations A class is not differentiated when assignments are the same for all learners and the adjustments consist of varying the level of difficulty of questions for certain students, grading some students harder than others, or letting students who finish early play games for enrichment. 4. How Math Stations Help Differentiate Instruction Source: Carol Ann Tomlinson, 1995

37 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations 4. How Math Stations Help Differentiate Instruction ? Source: Carol Ann Tomlinson, 1995

38 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Materials at varied ability or grade levels in one classroom; Varying the levels of complexity and abstractness Students may start at different places in the curriculum and/or proceed at different paces Content What Students Learn Use of diverse activities that are varied to meet student interests or preferences for learning Recognizes the many learning styles within any group of students. Product How Students Make Sense of Learning Students have some choice in how they will demonstrate what they have learned to the teacher, class, or other audience. Giving different assignments to different students increases motivation and results in an interesting variety of work products. Process Source: Calendra Brown, Fulton County Math Coach 4. How Math Stations Help Differentiate Instruction

39 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Differentiating by Learning Profile Choice Board Revisited Visual Spatial Intelligence Draw Tactile Bodily Kinesthetic Move Around Auditory Musical Sing Linguistic Write a Speech Logical Math Challenge Questions Linguistic Debate Intrapersonal Journal Entry Naturalist Describe the Learning environment Interpersonal Role-Play Group 1 Group 2 Group 3 Group 4

40 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations What type of differentiation are we implementing? Send a Reporter in 5 mins to the other group. Group 2 Develop Sensitivity For Struggling Learners 1 Min Challenges Group 2 Develop Sensitivity For Struggling Learners 1 Min Challenges Group 1 Breakout Activity Handout #10a Circumference Problem Group 1 Breakout Activity Handout #10a Circumference Problem Anchor Scaffolding Problem Solving: Focus on the Process rather than Arithmetic Anchor Scaffolding Problem Solving: Focus on the Process rather than Arithmetic Group 3 Error Analysis Group 3 Error Analysis Group 4 Vocabulary in Math Group 4 Vocabulary in Math 4. How Math Stations Help Differentiate Instruction Source: Dr. Riccomini RTI in Math

41 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Differentiating by Interest Questions to ask yourself How will students use this topic in their worlds? How will the topic help students explain their own experiences? How will the topic contribute to or deepen students/ current interests? How can the topic help students fulfill their aspirations? How can the topic help alleviate students fears and concerns? What will students gain if they learn this topic or lose if they do not? What will happen if students use this new skill or knowledge well and what will happen if they do not? 4. How Math Stations Help Differentiate Instruction Source: Robyn R. Jackson Never Work Harder Than Your Students P. 47

42 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Differentiating by Readiness Level Drain the Pool Learning Task Question: If tasks at stations are the same for all students, are all students needs being met? 4. How Math Stations Help Differentiate Instruction

43 Lunch Break (1h)

44 5. Designing Your Own Differentiated Lesson Afternoon Session

45 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Source: Calendra Brown, Fulton County Math Coach This Morning We learned that… 5. Designing Your Own Differentiated Lesson

46 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Content Goal Emphasize content knowledge. The main focus is on what students need to know or understand. Example: Knowing the Meaning of Rate of Change within a real life context. Key Verbs: know, understand,… Source: Robyn R. Jackson Never Work Harder Than Your Students P Designing Your Own Differentiated Lesson Process Goal Emphasize students learning or developing a skill. Do it, and do know how and why! Example: Knowing how to compute the rate of change given 2 points, a linear or non- linear function. Key Verbs: Analyze, conduct, write… Designing Your Own Differentiated Lesson Unpacking the Standard

47 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Competence Choice Creativity Collaboration Curiosity I said so Designing Your Own Differentiated Lesson Include the 5Cs 5. Designing Your Own Differentiated Lesson Source: Hanson, Silver, Strong The 5 Cs of Interest and Engagement

48 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations 5. Designing Your Own Differentiated Lesson Which Standard? How will you differentiate the lesson using station teaching?

49 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Remember: Station teaching should produce strategic learners… Able to analyze a problem and develop a plan. Able to organize multiple goals and switch flexibly from simple to more complicated goals. Access their background knowledge and apply it to novel problem. Develop new organizational or procedural strategies as the assignment becomes more complex. Use effective self-regulated strategies while completing a assignment. Attribute high grades to their hard work and good study habits. Review the goals and determine whether they have been met. Source: 5. Designing Your Own Differentiated Lesson

50 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations 1. Please explain ________ 2. EQ: What are several ways that math stations can be used to differentiate instruction in your math classroom? Closing Activity 5. Designing Your Own Differentiated Lesson 1 Very low 2 low 3 medium 4 high My understanding of math stations before the presentation My understanding of math stations after the presentation

51 Nelly Belinga-Hill How To Differentiate Mathematics Instruction Using Math Stations Make and Take… To Create 1 Folder Game, you will need: 1 folder 4 pockets 1 folder game hand-out Scissors Glue sticks 5. Designing Your Own Differentiated Lesson

52 Nelly Belinga-Hill Math Stations Website: EmployeesEmployees > Instruction > Math > Documents > Secondary Mathematics > Professional Development > Math StationsInstructionMathDocumentsSecondary MathematicsProfessional Development Thank You Fulton County.


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