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Math Work Stations. March 21, 2012. Agenda at-a-glance:. Math Stations Introduction Where Are You with Stations? Organizing, Managing, & Getting Started! Station Ideas - Exploration. Introduction Activity. Organize yourself in groups of 6 by grade level Introduce yourself to your team

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Math work stations

Math Work Stations

March 21, 2012


Agenda at a glance
Agenda at-a-glance:

  • Math Stations Introduction

  • Where Are You with Stations?

  • Organizing, Managing, & Getting Started!

  • Station Ideas - Exploration


Introduction activity
Introduction Activity

  • Organize yourself in groups of 6 by grade level

  • Introduce yourself to your team

  • Come up with a team name


So where are you with math stations

So, where are you with math stations?

Red: What are stations anyway?

Yellow: Not quite, but really interested. I have tried a few.

Green: I have stations established in my room, but need new ideas.


Math stations
Math Stations

Call it whatever you want--math centers, learning centers, math stations, work stations--all the current research is saying it is a component of effective mathematics instruction. 

Textbook programs, including Investigations, Everyday Math, and Saxon, are all including math stations into their instructional models. 

We know the model works in reading; it can work in math too.


Picture walk
Picture Walk…

  • Chapter 1

    • What a math station IS and what it ISN’T

  • Chapters 2-3

    • A focus on…managing time, materials, and student behaviors

  • Chapters 4-8

    • A focus on…specific skills, strategies, and activities related to NCTM & Common Core State Standards strands

  • Glossary & Appendix

    • Pictured glossary and useful blacklines


Chapter 1 what is a math work station

Chapter 1:What Is a Math Work Station?


Activity
Activity

  • What is a math work station?

    • Come up with a definition of what your group believes is a math work station

    • Place definition on chart paper

    • Include team name

    • Be prepared to share with whole group


Laying the foundation
Laying the foundation

  • Everyone read pages 1-7 using protocol

  • Jigsaw 7-14 (share main ideas)

    • Areas within the classroom

    • Working with partners

    • Using Instructional Materials

    • Variety of Activities

    • Opportunities for Independent Exploration

    • Differentiated Math Instruction


Gradual release model
Gradual Release Model

  • I Do…You Watch

    • Teacher models, thinks out loud while using manipulatives

  • I Do…You Help

    • Teacher models, thinks out loud while using manipulatives

    • Children share task as they are guided with their own manipulatives

  • You Do…I Help

    • Teacher provides guidance as children encounter difficulties

  • You Do…I Watch

    • Children independently utilize manipulatives at math work stations

    • Teacher works with small groups or individual students



Using instructional materials previously used
Using Instructional Materials PREVIOUSLY USED…

Attribute Blocks Balance Scale

Base Ten Blocks Unifix Cubes

Counters Judy Clock

Links Ten Frames

Five Frames Story Boards


To practice authentic mathematical skills
To Practice Authentic Mathematical Skills!

Practice

Practice

Practice


Working alone or with partners be flexible
Working Alone or with Partners…Be Flexible

Concerned about noise?

Create a management system where your students will work together (especially in the beginning of the year) or alone to reduce the noise.


Math work stations1
Math Work Stations

“Best of all, students in work stations are constantly solving problems, reasoning, representing, communicating, and connecting while working with numbers and mathematical concepts. They practice using math vocabulary and interact with a partner to help cement this new learning. At math work stations, children are engaged learners.”

Math Work Stations by Debbie Diller, Stenhouse, 2011.


Common core standards for mathematical practice
Common Core – Standards for Mathematical Practice

  • Make sense of problems and persevere in solving them

  • Reason abstractly and quantitatively

  • Construct viable arguments and critique the reasoning of others

  • Model with mathematics

  • Using appropriate tools strategically

  • Attend to precision

  • Look for and make use of structure

  • Look for and express regularity in repeated reasoning


Chapter 2 organizing managing math materials

Chapter 2:Organizing & Managing Math Materials



SPACE:

  • Sort

  • Purge

  • Assign Home

  • Containerize

  • Equalize

    Adapted from Julie Morgenstern author of Organizing from the Inside Out (2004)


How to organize your manipulatives
How to Organize Your Manipulatives

Step 1: Sort your stuff. Stay put while you sort!

Step 2: Purge the things you don’t use for teaching.

Step 3: Put what you’ll keep in containers (containerize) and place them in storage areas (assign a home).

Step 4: Maintain your storage system. (Equalize every day)


Activity table graffiti
ACTIVITY – Table Graffiti

  • At your table brainstorm manipulatives that could be used for the math topic on your chart paper – 3 minutes

  • Travel to next table

  • Add new ideas to poster

  • Rotate through all topics


Chapter 3 getting started with math work stations

Chapter 3:Getting Started with Math Work Stations


When and where do i begin
When and Where Do I Begin?

  • 1st and 2nd – start to introduce second week of school

  • K – in the first three to four week start with exploration stations – introducing different types of manipulatives through exploration

    Additional ideas on pg. 44


No small group work until your class is ready – Diller suggests at least 4-6 weeks of teacher observation!


Introducing a new station
Introducing a New Station suggests at least 4-6 weeks of teacher observation!

  • Gather all materials for new station and place in a labeled container (previously taught materials).

  • Show the materials to the whole class and discuss what students can do at this station.

  • Make an “I can” list together if necessary.


In our room math work stations should
In Our Room Math Work Stations Should… suggests at least 4-6 weeks of teacher observation!

  • Look Like:

    • Kids are working with math ideas.

    • Kids are taking turns nicely.

    • Kid are talking with their partners about math.

    • Things are put back in their places.

    • Kids are on task.

    • Kids are using materials like the teacher showed.

    • Teacher is not interrupted while working with a group.


In our room math work stations should1
In Our Room Math Work Stations Should… suggests at least 4-6 weeks of teacher observation!

  • Sound Like:

    • Quiet voices so others can learn.

    • Using math talk.

    • Talking with just your partner.

    • Making choices together.

    • “Let’s try this together.”


In our room math work stations should2
In Our Room Math Work Stations Should… suggests at least 4-6 weeks of teacher observation!

  • Feel Like:

    • I can do it!

    • I like to solve problems.

    • Calm

    • I like math!

      See page 45 for sample chart


The daily routine
The Daily Routine suggests at least 4-6 weeks of teacher observation!


Mini lessons
Mini-Lessons suggests at least 4-6 weeks of teacher observation!

  • A mini-lesson or modeling would take place before you begin your math work station time. It is intended to be brief (3-7 minutes) of teaching/modeling/role playing to provide focus and direction to your work station time.

  • There are 3 different times when a mini-lesson or modeling is helpful

    • When you are first introducing the math station

    • When you are adding something new to a station

    • When you’re reviewing (or re-modeling) a work station activity


Mini lesson ideas how to
Mini-Lesson Ideas suggests at least 4-6 weeks of teacher observation!How to…

  • use the equipment/materials

  • share materials

  • take turns

  • decide what to do at a station

  • solve a problem

  • put things away

  • switch to the next work station

    See pages 47-54 for additional ideas


Other mini lesson ideas
Other Mini-Lesson Ideas suggests at least 4-6 weeks of teacher observation!

  • To create “I can” lists with students for certain stations

  • To create a math talk card for stations

    See pages 47-54 for additional ideas


Brainstorm additional ideas
Brainstorm Additional Ideas suggests at least 4-6 weeks of teacher observation!


Additional thoughts
Additional Thoughts… suggests at least 4-6 weeks of teacher observation!

  • Frequently Asked Questions

  • Management Boards

  • Sharing Time

  • Solving Ongoing Problems at Math Work Stations

  • Scheduling

    Pages 55-66 are a must read by all!


A word from our math work station practitioners. suggests at least 4-6 weeks of teacher observation!


As a group revisit your original definition of “what is a math work station?” – make any necessary changes


Lunch 11 30 12 30
Lunch math work station?” – make any necessary changes11:30-12:30


Orientation of chapters 4 8
Orientation of Chapters 4-8 math work station?” – make any necessary changes

  • What you will find – each chapter different topic:

    • Key concepts

    • What the children do at the workstations around the topic

    • Vocabulary – grade level specific

    • Sample station ideas

    • Materials you might use

    • What the teacher needs to model

    • Connections to Problem Solving

    • Literature Links

    • Technology Connections

    • Troubleshooting

    • Differentiating the stations

    • Ideas to keep the stations going

    • How to assess

    • Kindergarten Considerations


Addition and subtraction chapter 5
Addition and Subtraction – Chapter 5 math work station?” – make any necessary changes

  • Kindergarten CCSS

    • K.OA.1 - K.OA.5

  • First Grade CCSS

    • 1.OA.1 -1.OA.8

  • Second Grade CCSS

    • 2.OA.1 – 2.OA.4

      See handout


Investigation time
Investigation Time math work station?” – make any necessary changes

  • Explore math work stations packet

    • Complete the stations as if students

    • Identify how/if you could use

    • What did you like what didn’t you like?

    • Which common core standards math the activity?


Research brainstorm time
Research/Brainstorm Time math work station?” – make any necessary changes

  • Search Math Workstations book

  • Search the internet – using provided resources

  • Come up with additional workstation around addition and subtraction

  • Create to share with whole group


Resources
Resources math work station?” – make any necessary changes

  • www.wmisd.org/ge/mm

  • http://access.nku.edu/kcm/resources/tools.asp

  • http://www.dreambox.com/teachertools-match-n-make - interactive activities - great for whiteboard

  • http://lilcountrykindergarten.blogspot.com/2011/06/teacher-inspired-math-work-stations.html - outstanding get you started on the math workstations book online!!!! It is by chapter


Discuss and share with your team what steps you plan on taking after the session today. What additional support do you need to implement math work stations in your classroom?


Final thoughts
Final Thoughts taking after the session today.

Something that squares with my beliefs

Something still circling in my head

3 points to remember


Jodi redman jredman@wmisd org

Thank you! taking after the session today.

Jodi [email protected]


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