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Guided Math: An Instructional Strategy You can Count ON

Guided Math: An Instructional Strategy You can Count ON. Presented by Dr. Nicki Newton. Introduction. A. Dr. Nicki Newton B. Guests. Goals of this workshop. Learn to Implement Guided Math Groups Learn to Engage Students in Purposeful Practice through Math Workstations.

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Guided Math: An Instructional Strategy You can Count ON

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  1. Guided Math: An Instructional Strategy You can Count ON Presented by Dr. Nicki Newton

  2. Introduction • A. Dr. Nicki Newton • B. Guests

  3. Goals of this workshop • Learn to Implement Guided Math Groups • Learn to Engage Students in Purposeful Practice through Math Workstations

  4. Essential Questions for this Workshop • How do guided math groups help us to differentiate instruction in meaningful ways so that we can reach all learners? • How do math workstations help reinforce skills in meaningful ways?

  5. What is Guided Math? • One component of a math workshop • Students learn in small flexible groupsbased on their readiness level • Students practice with the teacher, with each other and then by themselves during the guided math lesson

  6. Why do guided math groups? “When a teacher tries to teach something to the entire class at the same time, chances are, one third of the kids already know it, one third will get it, and the remaining third won’t get it. So two thirds of the children are wasting their time.” ~Lillian Katz

  7. Benefits of a guided math groups

  8. Mathematical Power • Comes from the belief that • “I can do this…with practice I can do this” • “If I just keep trying I can do this” • “If I persevere, I can do this” • Mathematical Power comes from the belief that math fluency is possible with practice.

  9. GUIDED MATH VERSUS WHOLE GROUP MATH

  10. BALANCED MATHEMATICS • GUIDED MATH IS PART OF A GUIDED MATH PROGRAM. IT TAKES PLACE IN A NUMERACY-RICH ENVIRONMENT.

  11. Proving Explaining Listening Showing Modeling Numeracy Rich Discussing Writing Connecting Listening Disagreeing Speaking Talking Refuting Agreeing

  12. Reader’s Workshop Math Workshop • Mini –Lesson • Word Work • Fluency Practice • Strategy Practice • Conferences • Share Time • Groups • (Guided, Strategic, Discussion) • Lessons • Vocabulary Practice • Fact Fluency Practice (Automaticity) • Strategy Practice • Conferences • Share Time • Small Guided Math Groups

  13. Posting Questions • Posting Questions Around the Room…See Shannon & PBS

  14. Debrief Calendar #Talks Mini-Lesson

  15. Math energizers • Bingo, Disappearing Dan & Dana; 24; Tell Me All You Can Number of the Day; Silent Math; What’s the Question?; Rock, Paper, Scissors Numbers

  16. Calendar Talk • Individual Calendars can give distributed practice over time.

  17. Number Talks • What is 8+6 • Strategies • Models

  18. LEARNING Environment • KEY TO THE WHOLE OPERATION! • CLASSROOM “SET UP” • Understanding the Schedule-What are we doing today? When? • Movement – Leaders are Key? Who’s on first? • Cooperative Learning Components – Check Ins (How’s your group doing?)

  19. “The ultimate goal of mathematics instruction is to teach students to solve problems independently. The flexible nature of these components encourages the gradual release of responsibility.” Laney Sammons

  20. Turn and Talk • Talk to your shoulder buddy about how math is taught in your building (think about the differences in classrooms & grade levels). Are these components are part of the math instruction? • ____ whole group instruction • ____ mini-lesson • ____ debrief • ____ small guided math group • ____ workstations

  21. Organization • Classroom Management: • Rules, Rewards and Consequences • Cooperative Learning

  22. Getting Started • 1. Forming Groups2. Introducing Guided MathGroups to the Children3.Classroom Management4. Scheduling Students

  23. Data-Driven Instruction • Small group instruction is always based on data (Unit Assessments, student interviews or conferences, anecdotal notes, teacher observations, etc.) • Data will point to student misconceptions, error patterns, and levels of understanding (see Depth of Knowledge)

  24. HOW DO I SET UP THE GROUPS? • BEN • BENCHMARK TEST • QUIZZES • INTERVIEWS • CHAPTER TESTS

  25. Small Guided Math Groups are for all students • Novice • Apprentice • Practitioner • Expert

  26. Flexible grouping • Students move in and out of groups based on need. In geometry John could be in group A and in measurement he could be in group b.

  27. ORGANIZATION • WHITE BOARDS • CHALK BOARDS • CORK BOARDS • http://www.tips-for-teachers.com/images/digital%20pics/classroom%20pics/second%20grade/Acworth/crop%20baord.jpg

  28. ORGANIZATION • SEE EVERYBODY EVERY WEEK • http://www.tips-for-teachers.com/images/digital%20pics/classroom%20pics/second%20grade/Acworth/Guided%20Math/IMG_0465.JPG

  29. SCHEDULE • 2 OR 3 TIMES A WEEK • http://www.tips-for-teachers.com/guided_math_groups.htm - Schedule

  30. Sample schedule

  31. Multipliation Unit: Teacher is Floating Today (Conferences and Interviews) Novice Apprentice Practitioner/Expert Multiplication: Circles and Stars Partner Game Multiplication: Arrays Partner Game Multiplication: Show Two Strategies Partner Game Problem Solving Center: Equal Groups Problem Types: Facts 2, 4, 5 (Scaffolded with numberline) Problem Solving Center: Arrays: Facts through 6 (Scaffolded with arrays) Problem Solving Center: Variety of Strategies Tiered Writing Activity About Multiplication Tiered Writing Activity About Multiplication Tiered Writing Activity About Multiplication

  32. Example Guided mathWeeklySchedule15 minute sessions- 2 sessions a day Green Group Blue Group Green Group - Blue Group -y Yellow Group Orange Group Orange Group Yellow Group

  33. PLANNING SHEETS • DIFFERENT WAYS TO PLAN FOR INSTRUCTION. • KEY COMPONENTS: • -WHO & WHAT • http://mountainview.typepad.com/guided_math/what-is-guided-math.html

  34. Organization • Introduce the math workshop to the students during the first 2 weeks. Practice games together and practice the guided math groups.

  35. Getting started • 1. Roles and Responsibilities2. Framework for a Lesson

  36. THE TEACHER IS • Teaching a small guided math group • Direct modeling • Watching students do math • Questioning • Scaffolding Learning • Giving Examples • Taking Notes

  37. The teacher is also • Facilitating center work • Questioning Students • Conferencing • Interviewing

  38. The student is • Listening • Participating • Discussing • Thinking • Doing math

  39. Framing Guided Math lessons Around the Big Ideas • Randall Charles has written about 21 Big Ideas in Math…

  40. Guided MathInfrastructure • Concrete (base-ten blocks, cubes, counters, etc.), • Pictorial (model of thinking – pictures, drawing, diagrams, tables) • Abstract (number sentences, equations, expressions)

  41. StRucture of the Lesson • Intro • Guided Practice • Summarizing what you did that day.

  42. Ongoing assessment throughout the lesson • Questioning • Individual Pupil Responses • Thumbs up • Stoplight • Entrance/Exit Slip

  43. OBSERVATION SHEET

  44. Framing guided math lessons • Mathematical Proficiency • Mathematical Practices • Content Domains

  45. Conceptual Understanding • Kyle had 6 marbles. John had 2 more than Kyle. How many did John have? • *Number Bond Practice: Where is the unknown? • *NLVM Computers

  46. Procedural Fluency • What is 245 + 37? • 300 – 299 = *Skip Counting *Double Digit Subtraction with dice

  47. Strategic Competence • 8+7 = • 29+ 35 = • 12 x 4 = • *Roll and Compose/Decompose • *Composing/Decomposing Club • *Show 2 different ways to subtract 300-299. Talk about which was faster and why.

  48. Adaptive reasoning • Accountable Math Talk • Thinking Posters • Thinking Notebooks • Can you prove that? • How do you know? • *Convince Me Paper *Challenge It Paper

  49. Mathematical Proficiency • ADAPTIVE REASONING: IN ORDER TO TALK YOU NEED MATH VOCABULARY: • POWERPOINT • GRAPHIC ORGANIZERS • MATH SPELLING CITY

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