Using the Math Stations strategy to meet student needs

1
Differentiation in Math

• Using the Math Stations strategy to meet student
  needs

2
Backgroundbased on the work of Carol Ann
Tomlinson

• Centers are areas in the classroom where students
  refine a skill or extend a concept
• Writing center
• Anchor activity center
• Multiple Intelligences

• Stations are different places in the classroom
  where students work on tasks simultaneously, and
  whose activities are linked

3
There are 4 stations
4
What would the math block look like?

• Whole class warm-up
• Review station assignments made based on
  pre-assessment
• Pull a group to the teachers station for a
  structured focus lesson.
• Other students work at their stations. You move
  around to monitor their progress when students at
  the teachers station are working in pairs or
  independently.
• Whole class closure activity.

• Whole class warm-up
• On grade level focus lesson for most of the
  class
• Above grade level students work on an anchor
• After focus lesson, students refine their
  understanding at a specific station or through an
  anchor activity
• Above grade level students receive their focus
  lesson at the teachers station.
• Whole class closure activity.

5
Preparation

• Use pre-assessment data to determine which
  indicators your students need to cover.
• Collect tasks from your textbook resource, IG
  supplemental resources, and your own files.

6
Teachers Station

• IG Focus Lessons
• Review lesson
• Accelerated pathway lesson
• More guidance for on grade level students
• Addressing individual needs

7
Proof Place

• Super Source tasks that have been modeled (whole
  class focus lesson or Teachers Station)
• 20 Thinking Questions
• Puddle Questions
• Groundworks

8
Practice Plaza

• EDM Math Boxes
• Harcourt workbook sheets
• IG independent practice
• Old files!

9
The Shop

• Use pre-assessment or formative assessment
  data/errors as tasks.
• Summarize
• Write letters to Mr. Fuddle to explain errors in
  his thinking.

10
Management

• Remember - Math Stations is a strategy for
  differentiating instruction. Students only need
  to go to stations that will help them in
  mastering the indicator.
• Have an anchor activity center already in place
  for students who finish their station work, or
  who dont need to work at a station that day.

11
Management continued

• Students do not move from station to station in a
  round-robin style. You determine which station
  and when!
• Build in time at the TS for you to circulate.
• Spend a week modeling the type of work found at,
  and the expectations for each station.
• Collaborate with your team to develop tasks for
  review, practice, and enrichment.

12
Trying it outthink BIG-start small

• Call EII for help at your school! (Gail,
  Melanie, or Kristi - 301-279-3163)
• Dont worry about perfection.
• Try one station at a time.

• Use stations only when the strategy will help you
  differentiate your instructions. Not all units
  work!
• Model, model, model

13
60 Minute Instructional Block Day 1
28 students in a heterogeneous class Pre- assessment data show that 14 ready for required group A 7 need required review B 7 ready for acceleration C
Warmup 5 min. Everyone participates
Instruction, Part 1 25 min. A and B do required focus lesson with teacher C works on anchor
Instruction, Part 2 25 min. C does accelerated focus lesson with teacher A _at_ Proof Place B _at_ Practice Plaza
Closure 5 min. Everyone participates in an Exit Card
14
60 Minute Instructional Block Day 2
28 students in a heterogeneous class Exit cards show that two Bs got it five Bs didnt one C and five As need help with required concepts A92 B7-2 C7-1 D(mix)15
Warmup 5 min. Everyone participates
Instruction, Part 1 25 min. Bs work with teacher As and Cs _at_ Practice Plaza Ds _at_ The Shop
Instruction, Part 2 25 min. Ds work with teacher Bs _at_ The Shop Cs_at_ Proof Place As work on Anchor Activity
Closure 5 min. Everyone participates in journal writing