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## Day 2 Differentiation Training

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**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**Supportive Learning Environment**Flexible Grouping Continuous Assessment Differentiated Instruction 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?**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?**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**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**Whole Group vs. Guided Math**Sorting Activity**OrganizationSpaces & Places**Arrangement and Organization of Room**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.**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**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**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**What Now?**• Decide on rules and routines • Set up groups • Create a schedule • Develop accountability form • Plan guided math lessons • Design workstations