Day 2 Differentiation Training

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 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

4. Supportive Learning Environment Flexible Grouping Continuous Assessment Differentiated Instruction Respectful Tasks High-Quality Curriculum

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 MathDay 2

12. Hair-Raising Activity

14. 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

15. 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

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

21. OrganizationSpaces & Places Arrangement and Organization of Room

30. Sample Math Schedules

33. Work Stations

34. 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.

35. 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.

36. 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

37. 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

38. 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

39. Math Stations Should…

40. 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

41. 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

45. Small Group Instruction

46. 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

47. 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.

48. 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

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