The Road to Guided Math – Take Off Down the Road…
Transcription
The Road to Guided Math – Take Off Down the Road…
The Road to Guided Math – How to Get Your Engine Started and Take Off Down the Road… Kathy Spruiell, Instructional Mathematics CoachStripling Elementary School, Gwinnett County Public Schools www.mrsspruiellatschool.weebly.com Let’s set the NORMS… • Parking Lot • Attention Signal • Materials, Copies, PPT, etc… • Over 21 Rule • This is not “Sit and Get.” • Anything Else??? • 770-842-5200 • [email protected] So….Why are we doing this? The story begins “organically.” “So you’re giving us all this great staff development, tell us exactly how you would teach math…….” The NEEDS • The changing needs of the students • The changing needs of the teachers • The changing needs of our schools Are you teaching math like the captain of a Battleship or a Submarine? Plowing through material, covering ground, on the surface Investigating the possibilities, going deep below the surface Resources for Guided Instruction 2002 - 2006 • Differentiating Instruction in the Regular Classroom by Dianne Heacox • Differentiated Instructional Strategies: One Size Doesn’t Fit All by Gayle Gregory ____________________________________________________________________ • The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson • How To Differentiated Instruction in Mixed Ability Classrooms • Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson • Brain-Based Learning by Eric Jensen • Developing Students Multiple Intelligences by Kristen Nicholson-Nelson ____________________________________________________________________ 2007- 2012 • Guiding Readers and Writers by Fountas and Pinnell • Guided Math by Laney Sammons The Spiral There are many elements in good math instruction. •Workshop •Calendar/Number Corner Math Time •Problem Solving •Literature •Journaling •Homework Welcome Teachers! • Talk to your elbow partner about how math is taught in your building/classrooms/grade levels. • ______% whole group instruction • ______% Guided practice with a worksheet. • ______ % Small group instruction. • ______ % Centers and math games. Components of Guided Math Guided Math Workshop Model •Mini-lesson •Guided Groups •Independent Work •Sharing Guided Reading Workshop Walkthroughs Literacy Mini-lesson (whole group meeting area) __Using a mentor text __Making a chart __Modeling __Other_____________________ Math Mini-lesson (@meeting area or seats) __Using math manipulatives __Using Math Journal __Modeling on board, Mimio, desks, etc… __Other_____________________ Small Group/Independent Practice __Students reading “just-right” books __Reading leveled readers from baggies on their own or with the teacher __Reader’s/Writer’s Notebook __Conferring with anecdotal notes __Literacy stations (K-2) __Other_____________________ Small Group/Independent Practice __Guided Math Groups __Conferring with anecdotal notes __Students practice math concepts on their own using a variety of resources. __Using math manipulatives __Math Centers/Games __Other_____________________ Share (whole group meeting area) __Using student work to celebrate strategies used __Other_____________________ ©Stripling Elementary 2010 Share (@meeting area or seats) Celebrate strategies used or concepts learned: __student work __partner talk/pair-share __other feedback __Other_____________________ Classroom Look-Fors Literacy Whole Group Area CLEARLY defined Easel Rug Teacher chair Materials at easel Small Group Tablewith chairs, materials at table for Guided Math, Guided Reading, Guided Writing Word WallsNO WORDS ON WALL BEFORE SCHOOL STARTS One for Math terms-can be part of Calendar One for high-frequency words (list from GCPS) May have one for content areas Desks arranged in groups for cooperative learning Evidence of Student Groupinga place in the room designated for Guided Reading groups, Guided Math centers, etc. Anchor Charts-as the year progresses Classroom LibraryAccessible to children and NEAR the Whole Group Meeting Area Literacy Station Workboards in K-1 ©Stripling Elementary 2010 Math Whole Group Area CLEARLY defined Easel Rug Teacher chair Materials at easel Small Group Tablewith chairs, materials at table for Guided Math, Guided Reading, Guided Writing Word WallsNO WORDS ON WALL BEFORE SCHOOL STARTS One for Math terms-can be part of Calendar One for high-frequency words (list from GCPS) May have one for content areas Desks arranged in groups for cooperative learning Evidence of Student GroupingA place in the room designated for Guided Reading groups, Guided Math centers, etc. Anchor Charts-as the year progresses Calendar-in whole group area Evidence of a “growing/evolving” calendar Manipulatives - are used DAILY in grades K-5 Exemplars – Evidence of student work and strategy anchor charts Guided Math - Components • 1. What? Standards • 2. Who? Students • 3. Assessment • 4. Centers/Games • 5. Independent Practice • 6. Small Guided Groups • 7. Learning Environment • 8. What will you implement? 1. Standards – “The What??” • Standards • Vertical Trace • Content Weights for testing • Instructional Calendars • Strategize through the “WHAT???” www.gadoe.org TEKS, Common Core Vertical Trace Scavenger Hunt In what grade level(s) are the foundations of division taught? Area models are introduced in Elapsed time is introduced in Students count back to make change in _______ grade. _______grade. ______ grade. In which grade level(s) do students indentify 3-D figures by their faces? Foundational concepts of multiplication are introduced in which grade level? Adding fractions begins in _______ grade. Students identify and use right angles in which grade level(s)? In what grade level(s) are measures of weight Converted? In what grade level(s) are the foundations of decimals taught? In which grade Students use factors and level(s) would multiples to compute in students which use/measure/apply units grade level(s)? of length? Measures of central tendency are found in which grade level(s)? In which grade level(s) do students use bar graphs to represent data? Students investigate reasonable tools for measuring capacity in which grade level(s)? In what grade level(s) are the foundations of algebra taught? 2. Students – “The Who??” Know thy students…….. • Personality Types • Learning Styles • Student Placemats www.mrsspruiellatschool.weebly.com Learning Styles Personality Corners Learning Styles 3. Assessment •“Real Assessment” • Consistent • Cumulative • Just in time • Keep assessment data handy and use it! Planning the Lessons •Problem Solving •Small Group •Whole Group •Guided Practice •Independent Practice •Center/Games •Assessment •Essential Questions •Standards •Calendar •Math Journals Classroom Rotation Schedule Rotation Schedule Centers/ Games Independent Practice Rotation #1 MG3/MG4 MG5/MG6 Small Guided Groups MG1/MG2 Rotation #2 MG5/MG6 MG1/MG2 MG3/MG4 Rotation #3 MG1/MG2 MG3/MG4 MG5/MG6 4. Centers and Games Pitfalls: •Centers too long/short •Centers too easy/hard •Management •When to teach games/procedures •Centers don’t support currently taught skills Trouble Shooting: •Invest in a timer with an alarm sound. •Remember Age Plus 2. •Teach students a few games at a time. •Select games/tasks carefully/globally. •Begin management procedures day 1. 4. Some Ideas….. •What about Fact Fluency? •Albert’s Insomnia •Top It! •Oh No 99!(Not 100) •Krypto •Table Top Centers 5. Independent Practice Pitfalls: •Practice is too long/short. •Practice is too easy/hard. •Management – not independent •When do I go over the practice? •Do I grade it? •It’s not fair. Trouble Shooting: •Invest in a timer with an alarm sound!!! •Remember Age Plus 2. •Begin management procedures day 1. •Select practice assignments carefully per student needs. •Give just enough for students to show success. •Grade/assess immediately. 6. Small Guided Groups Pitfalls: •Groups too long/short •Management •Tasks don’t work. •Rotation is chaotic. •Constantly interrupted. •Students don’t talk. •Students don’t understand concepts. Trouble Shooting: •Invest in a timer with an alarm sound!!! •Remember Age Plus 2!!! •Ask good QUESTIONS. •The STUDENTS do the talking. •Teacher facilitates. •Begin management procedures day 1. •Use manipulatives. 7. Learning Environment Components: •Classroom “Set Up” •Cooperative Groups •Group Dynamics •Movement Front of Room Reading Area Door A C A C A C B B B B B B B B B B B B A C A C A C Center Location (Even) Small Group Table Whole Group Mini-Lessons Mat Calendar Classroom Library Teacher Desk Center Location (Odd) 9. Data Does Not Meet< 800 * Meets 800-850 * Exceeds >850 4th grade CRCT 2008 Average Scale Score 850 - Exceeds 24/24 Students Pass 5th grade CRCT 2009 Average Scale Score 854- Exceeds 26/28 Students Pass** 5th grade CRCT 2010 Average Scale Score 878 -Exceeds 28/28 Students Pass 75% are level 3 Exceeds Validate and Celebrate!! Favorites: •Sparkles for YOU!! •Fireworks •Round of Applause •Fantastic •Cheese Grater •Refreshing •Good Job Good Buddy •OH Yeah!! •Did a Good Job •That’s the way I like it. •Kiss Your brain! Door Prizes Thanks to the Rich Buchner and Albert for the fabulous door prizes! Contact Information For more information on this presentation, contact: Kathy Spruiell, M.S. Ed. Instructional Mathematics Coach Stripling Elementary School 6155 Atlantic Blvd. Norcross, GA 30071 (770) 842-5200 [email protected] www.mrsspruiellatschool.weebly.com