NES- Spring 2011 Kindergarten PD

 Work stations are… Areas within the classroom Students work alone or with a partner Students use instructional materials to reinforce/ extend thinking

 Providing quality instruction with connected independent practice through math work stations highly engages students.  Eric Jensen’s book, Teaching with the Brain in Mind (1998). “…increase intrinsic motivation by offering choices, make it relevant and engaging.” A change in location Balance novelty and ritual Thus, reducing behavior problems

 Decreases noise level  Easier to take turns  Increase student engagement  Sit EEKK style or face one another for partner games  Odd number of students? One student works alone (or have one group of 3).  Pairing must be: flexible, flexible, flexible

 Materials must have been previously used in whole group lessons.  Play partner games several times in whole group before moving into a station.  Moving materials too quickly = off task  Use what we already have… Everyday Counts Partner Games Colored Folder Activities (Lisa Activities) Math in Focus lesson explorations

 Choice is important… “Controlled Choice” Have 2-3 baggies of activities in each station box For example, station 2 = two counting games each in a separate plastic Ziplock bag.  Seems overwhelming but you are introducing these stations one at a time.  Start with one activity per station and layer throughout the year. (See inside front cover)

While students are working at math stations, the teacher can meet with small groups for tier 2. This also provides the opportunity for the teacher to observe the students and make anecdotal notes about their progress. Or use TB pg

 Teacher models the use of materials and methods. Teacher also introduces math concepts and math language.  Children practice with teacher guidance.  Children work independently at a station.

Math Work StationsTraditional Math Centers Materials used by the teacher and students during instruction first. Then they are placed in the work station. Stations are changed to reflect the students levels of math understanding. Stations are used for intentional work and is a part of instruction. Materials are differentiated based on need. Teacher works with tier 2 New materials placed in the center without being used during instruction first. Have all new centers at one time. Often changed weekly. Often used for early finishers or “fun” stuff you can’t do in the lesson. All students did the same activities. Teacher did same task with small groups.

Organize manipulatives for math stations with numbered containers with lids stations are recommended for up to 24 students (add a station for every pair of students over 24). Introduce stations one at a time over several weeks. Students take their numbered container to places around the room labeled with corresponding numbers. Use desks, floor, carpet space, pocket chart, etc.

Step 1: Sort your stuff. Start with your math materials. Take everything off the shelves. Spread it out to see what you have. Step 2: Purge things you don’t use for teaching. Put them in the book storage room by the stage. Step 3: Put what you will keep into containers. Label with numbers (and perhaps pictures). Step 4: Maintain your system. Everyday, put things away. Have students help.

Classroom Math CornerClassroom Library Purpose Independent use for problem solving Students may borrow materials to help solve problems during instruction Independent use for reading Students may borrow books to read during independent reading or whole group Recommended Space Corner or space devoted to math materials for independent use. Can be part of whole-group Corner or other space devoted to books for independent reading Can be part of whole-group Materials Needed Math manipulatives, graphic organizers, problem solving supplies Labeled containers Anchor charts posted nearby Books and magazines for independent reading, graphic org. Labeled baskets Anchor charts posted nearby Optional Items Rug, lamp, low magnetic dry erase board, plants, clock, calendar, small table and chairs Rug, lamp, plants, pillows, comfy chairs, or beanbags

Limit the amounts of manipulatives Let students explore the manipulatives first Be specific with how to handle manipulatives Be consistent. Hold students accountable once you have shown them how to use materials. Don’t use paper manipulatives (they don’t last long) Use math mats Don’t take manipulatives away too early. They will often stop using them when they are ready.

Introduce Station 1. Gather materials in a labeled container 2. Show and discuss materials 3. Make an I can list together for the materials (refer to pg.14) Make an Anchor Chart (TB pg.7-8) 1. Use quiet voices 2. Be kind and share 3. Take turns 4. Talk about numbers, patterns, shapes…

StepsPurposeHow Often/How Long 1. Math Stations Mini- Lesson To make sure students understand exactly what to do at stations. Daily early in the year As needed to introduce/review stations About 3-7 minutes per mini lesson 2. Math Stations TimeTo enable students to investigate math concepts with a partner independently. Every day, if possible minutes 1-2 stations per day 3. Sharing TimeTo allow students to share with the teacher and their classmates what they explored/learned that day in math. Daily, if possible 5 minutes

 How to use equipment/materials  How to share materials  How to take turns  How to decide what to do at a station  How to solve a problem  Where I can go for help  How to put things away  How to switch to the next work station

 How many per station? 2  How do I decide who to pair up? Flexibly pair  When do I change partners? Flexibly  How many work stations set up? 8-12 if that is overwhelming… try 5 and duplicate them.  How long do I keep the stations? Several weeks  How long per station? Approx. 15 min.  How many days do I do stations? Most days (not just Fridays)  Misbehavior? Sits near the small-group math table near the teacher.  Clean up? Routine and clearly labeled  Do the kids choose where to sit or do I? teacher assigns

 Math Work Stations. (2011). Diller, Debbie. Stenhouse Publishers. Portland, Maine.  mrswillskindergarten.com