So far in our book study of Guided Math Workshop we’ve been planning the menu and setting the table. This week, we get into the meat and potatoes! You can catch up by using the links in the Reading Schedule below. Jump in anytime!
- Book Study Monday announcement
- July 10: Introduction and Chapter 1, Structuring Math Workshop
- July 17: Chapter 2, Organizing Math Workshop
- July 24: Chapter 3, Managing Math Workshop
- July 31: Chapter 4, Planning Math Workstations
- August 7: Chapters 5, Math Workstation Tasks
- August 14: Chapter 6, Implementing Math Workshop
Join the slow Twitter chat
Wow! So much great interaction on the Twitter chat. If you don’t have colleagues in your building who are implementing Guided Math, or coaches in your district or on your campus to assist with implementation, Twitter can be a great source of support and inspiration. Be sure to check it out!
To join in the slow Twitter chat, type the hashtag #GMWorkshopTCM in the search box–look for the magnifying class in the top right hand corner by your profile picture (see the picture below). It is not case sensitive, but people often use upper and lower case letters for hashtags to make them easier to read. After you have searched on the hashtag once, it will be listed in your Recent Searches, so you won’t really need to type it again.
Chapter 4, Planning Math Workstations
- How should I group students during Math Workshop?
- What kinds of tasks should I include in Math Workstations?
- How can I incorporate the use of digital devices into Math Workshop?
“One hallmark of great teachers is that in their classroom, very little happens at random. Great teachers have a plan and purpose for everything they do. If things don’t work out the way they had envisioned, they reflect on what they could have done differently and adjust their plans accordingly.”
First, let’s talk about student grouping, a task that requires a great deal of thought and planning. Part of my teaching philosophy is that all students should have the ability to work in mixed ability groups. I would not feel comfortable using a structure that did not allow that to happen on a regular basis. That said, I also strongly believe that students need targeted instruction at their own level. In other words, I need a structure that allows for both heterogeneous (mixed) groups and homogeneous (same level) groups. That is one reason why the GUIDE structure is the best one for me. Each day during Math Workshop, students work at one of five workstations (G, U, I, D, or E) in heterogeneous groups. I have the flexibility to pull small, targeted homogeneous groups from whichever workstation students happen to be in. So I might call one student from the G workstation, another from I, two from E, and so forth. After my small group lesson, students go back to their workstation and pick up where they left off. With GUIDE, I’m not locked in to a certain amount of time to work with each small group, as I found I was using a rotation model. Some groups may only need 5-10 minutes while others need extended time. Since students are flowing in and out of Workstations, the teacher has total flexibility.
Figure 4.1 on page 60 is a great resource for the Dos and Don’ts of forming workstation groups. You need to carefully consider and balance ability levels, work habits, talkative students vs. quiet ones, personalities, and student relationships. As an Instructional Coach, I saw teachers who sabotaged their own best efforts by not being strategic about forming groups. Plan to change your groups every month, but don’t hesitate to tweak the groups if the composition is not quite right. Remember, these are your Workstation groups, not the groups you are pulling for small group instruction. Your small group instruction groups will constantly change based on student need.
Next, you will need to start looking for tasks for your workstations. The book provides some sample tasks, and Laney and I recently published three grade-banded books with additional tasks. Luckily, there are a wealth of tasks available to teachers from educational blogs, social media, and online teacher marketplaces. You may already have resources on your campus that you can adapt for use in workstations. As you begin the year, talk to teachers from the previous grade level to see if they can share tasks with you that the students are already familiar with. Gradually add to your bank of tasks throughout the year, and before you know it, you’ll have a great collection of quality tasks. As your collection grows, however, think about how you will store and organize your tasks to make planning easier.
Because there are now so many resources readily available, it’s your responsibility to properly vet the available resources to determine which ones will provide quality mathematical experiences for your students. I summarized the details from the book into a visual you can use as a guideline for choosing tasks. Download a copy and hang it in your planning room or tape it in your planning book!
Here are the slow Twitter chat questions I will post this week on Monday, Wednesday, and Friday. Just search on the hashtag #GMWorkshopTCM throughout the week to see the questions, read comments, and add your responses. We will use the Q and A format. For example, to respond to Q10, start your response with A10. Don’t forget to add the hashtag #GMWorkshopTCM to your tweet and all replies to tweets. If you don’t, it won’t show up in the feed for the chat.