Day 2 Differentiation Training

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

Goals for today… To identify the elements of differentiated instruction necessary to implement small group instruction 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 To leave with an understanding of organization/management of classroom To leave with an understanding of 2 of the components of math block guided math instruction work stations The other components of a balanced math class include: A classroom environment of numeracy Morning math warm-ups or calendar board activities Whole-class instruction Guidend math instruction a. Small group instruction b. Work stations Individual conferences during whole group and guided math instruction An ongoing system of assessment

Supportive Learning Environment Flexible Grouping Continuous Assessment Differentiated Instruction Each participant will brainstorm complete statements (on sticky notes) that predict the relationship between each term and the broader topic of Differentiated Instruction. Have each table discuss their statements, and have 1 person at each table share with the larger group. Respectful Tasks High-Quality Curriculum

Supportive Learning Environment What is a connection that you made between the current practices in your classroom and this segment? View each section of Differentiated Instruction in Action video Have participants take notes on their note-taking sheet and complete current status and next steps for their campus. Discuss the question for each element after viewing the corresponding section in the video.

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

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

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

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?

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?

Guided Math Day 2

Hair-Raising Activity Go to the picture that best models your level of understanding of small group instruction.

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

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 This is the definition provided by the Cobb County District K-5 Math Coaches. Source:Cobb County District K-5 Math Coaches

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

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

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

Work Stations

Whole Group vs. Guided Math Sorting Activity Teams to work on Venn diagram (20 packets)

Whole Group vs. Guided 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 Differentiated Small group focused instruction using a new approach/lesson Based on need of individual students (data-driven instruction) Groups are flexible, change frequently Clears up all misconceptions

Organization Spaces & Places Arrangement and Organization of Room Blueprints of classroom Documentation: clipboard student paper handout

Sample Math Schedules

Guided Math Think-Aloud Core Lesson Review/ Assessment Total Time 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 Whole group standards-based lesson Review/ Assessment 10-30 Minutes Review important concepts Reflect or Assess Total Time 120 Minutes

Think-Aloud Core Lesson Review/ Assessment Guided Math Total Time 10-15 Minutes Model thinking process for problem solving & test-taking strategies Core Lesson 30-60 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

Work Stations

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. Six to eight centers with no more than six students per center 30 minutes per day at least 3 times per week.

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.

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

Ideas for workstations 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

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 Handout from guided math training p. 23

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

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

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

Small Group Instruction

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

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.

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 Example templates to organize small group instruction

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

Setting Up Criteria and Expectations The First 20 Days

Reflection: Hair-Raising Activity Part II

Thank You!!

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