NES- Spring 2011Kindergarten PD

Work stations are…• Areas within the classroom• Students work alone or with a partner• Students use instructional materials to reinforce/extend thinking

Providing quality instruction with connected independent practice through math work stations highly engages students.

Eric Jensen’s book, Teaching with the Brain in Mind (1998). “…increase intrinsic motivation by offering choices, make it relevant and engaging.”• A change in location• Balance novelty and ritual• Thus, reducing behavior problems

Decreases noise level Easier to take turns Increase student engagement Sit EEKK style or face one another for

partner games Odd number of students? One student

works alone (or have one group of 3). Pairing must be: flexible, flexible,

flexible

Materials must have been previously used in whole group lessons.

Play partner games several times in whole group before moving into a station.

Moving materials too quickly = off task

Use what we already have…• Everyday Counts Partner Games• Colored Folder Activities (Lisa Activities)• Math in Focus lesson explorations

Choice is important… “Controlled Choice” • Have 2-3 baggies of activities in each station box• For example, station 2 = two counting games

each in a separate plastic Ziplock bag. Seems overwhelming but you are

introducing these stations one at a time. Start with one activity per station and

layer throughout the year. (See inside front cover)

• While students are working at math stations, the teacher can meet with small groups for tier 2.

• This also provides the opportunity for the teacher to observe the students and make anecdotal notes about their progress.

• Or use TB pg. 76-77

Teacher models the use of materials and methods. Teacher also introduces math concepts and math language.

Children practice with teacher guidance.

Children work independently at a station.

Math Work Stations Traditional Math Centers

•Materials used by the teacher and students during instruction first. Then they are placed in the work station.

•Stations are changed to reflect the students levels of math understanding.

•Stations are used for intentional work and is a part of instruction.

•Materials are differentiated based on need.

•Teacher works with tier 2

•New materials placed in the center without being used during instruction first. Have all new centers at one time.

•Often changed weekly.

•Often used for early finishers or “fun” stuff you can’t do in the lesson.

•All students did the same activities.

•Teacher did same task with small groups.

•Organize manipulatives for math stations with numbered containers with lids. •10-12 stations are recommended for up to 24 students (add a station for every pair of students over 24).

•Introduce stations one at a time over several weeks.•Students take their numbered container to places around the room labeled with corresponding numbers.•Use desks, floor, carpet space, pocket chart, etc.

Step 1: Sort your stuff. Start with your math materials. Take everything off the shelves. Spread it out to see what you have.

Step 2: Purge things you don’t use for teaching. Put them in the book storage room by the stage.

Step 3: Put what you will keep into containers. Label with numbers (and perhaps pictures).

Step 4: Maintain your system. Everyday, put things away. Have students help.

Classroom Math Corner Classroom Library

Purpose •Independent use for problem solving•Students may borrow materials to help solve problems during instruction

•Independent use for reading•Students may borrow books to read during independent reading or whole group

Recommended Space

•Corner or space devoted to math materials for independent use.•Can be part of whole-group

•Corner or other space devoted to books for independent reading•Can be part of whole-group

Materials Needed

•Math manipulatives, graphic organizers, problem solving supplies•Labeled containers •Anchor charts posted nearby

•Books and magazines for independent reading, graphic org.•Labeled baskets•Anchor charts posted nearby

Optional Items •Rug, lamp, low magnetic dry erase board, plants, clock, calendar, small table and chairs

•Rug, lamp, plants, pillows, comfy chairs, or beanbags

• Limit the amounts of manipulatives• Let students explore the manipulatives

first• Be specific with how to handle

manipulatives• Be consistent. Hold students

accountable once you have shown them how to use materials.

• Don’t use paper manipulatives (they don’t last long)

• Use math mats• Don’t take manipulatives away too

early. They will often stop using them when they are ready.

• Introduce Station1. Gather materials in a labeled container2. Show and discuss materials3. Make an I can list together for the materials

(refer to pg.14)• Make an Anchor Chart (TB pg.7-8)

1. Use quiet voices2. Be kind and share3. Take turns4. Talk about numbers, patterns, shapes…

Steps Purpose How Often/How Long

1. Math Stations Mini-Lesson

To make sure students understand exactly what to do at stations.

•Daily early in the year•As needed to introduce/review stations•About 3-7 minutes per mini lesson

2. Math Stations Time To enable students to investigate math concepts with a partner independently.

•Every day, if possible•15-20 minutes•1-2 stations per day

3. Sharing Time To allow students to share with the teacher and their classmates what they explored/learned that day in math.

•Daily, if possible•5 minutes

How to use equipment/materials How to share materials How to take turns How to decide what to do at a station How to solve a problem Where I can go for help How to put things away How to switch to the next work station

How many per station? 2 How do I decide who to pair up? Flexibly pair When do I change partners? Flexibly How many work stations set up? 8-12 if that is

overwhelming… try 5 and duplicate them. How long do I keep the stations? Several weeks How long per station? Approx. 15 min. How many days do I do stations? Most days

(not just Fridays) Misbehavior? Sits near the small-group math

table near the teacher. Clean up? Routine and clearly labeled Do the kids choose where to sit or do I?

teacher assigns

Math Work Stations. (2011). Diller, Debbie. Stenhouse Publishers. Portland, Maine.

mrswillskindergarten.com