Check out all of these great ideas coming to you from your fellow first year teachers! I had a great time with all of you this week as I heard meaningful student conversations, saw differentiation strategies being activated through math centers, and witnessed Wonders in action!
I saw some math activities that were hard to get "in action" (without students in the photos), but wanted to share the strategies I saw:
Math musical chairs: After whole group instruction and small group practice, students independently create a math problem while teacher monitors. After approximately 5 minutes (or when students are done), teacher plays music and students walk around room until music stops (approximately 30 sec-1 minute- great brain break as well!). They sit at another person's desk and answer the problem, while teacher monitors and offers feedback.
Math small group stations: After whole group instruction, students break into pre-assigned, intentional similar ability groups. They begin working at stations around the room until time to switch is announced (approximately 10 minutes). Stations included teacher guided lesson where manipulatives were used, computer activities, worksheet geared to student needs, and a game practicing math skills. The teacher-created-game in particular was differentiated. The groups were assigned colors, and the game cards were colored and differentiated.
Math Talk: This was a part of every math lesson I saw. Remember that our Common Core standards require students to justify their thinking and reasoning. Asking the students "how do you know?" and "can you think of another way to solve..." are key!
Think about how you could adapt these strategies from K-12 and across subject areas!
I saw some math activities that were hard to get "in action" (without students in the photos), but wanted to share the strategies I saw:
Math musical chairs: After whole group instruction and small group practice, students independently create a math problem while teacher monitors. After approximately 5 minutes (or when students are done), teacher plays music and students walk around room until music stops (approximately 30 sec-1 minute- great brain break as well!). They sit at another person's desk and answer the problem, while teacher monitors and offers feedback.
Math small group stations: After whole group instruction, students break into pre-assigned, intentional similar ability groups. They begin working at stations around the room until time to switch is announced (approximately 10 minutes). Stations included teacher guided lesson where manipulatives were used, computer activities, worksheet geared to student needs, and a game practicing math skills. The teacher-created-game in particular was differentiated. The groups were assigned colors, and the game cards were colored and differentiated.
Math Talk: This was a part of every math lesson I saw. Remember that our Common Core standards require students to justify their thinking and reasoning. Asking the students "how do you know?" and "can you think of another way to solve..." are key!
Think about how you could adapt these strategies from K-12 and across subject areas!