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This resources offers incite into why cooperative groups can be both positive and negative. I have struggled with students talking but am hoping that a new approach will help them to remember their purpose. The author explains that her students wanted to socialize at first but soon learned how to help each other.

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Diana Flores teaches using four rotations to teach students at different levels. Calculation Notations is one of the resources she uses.

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This article gives a great idea about how to work with one group of students while keeping the rest of the class occupied and learning. I think I often think of rotations as small, equal groups moving from one place to the next. I like the idea explained in this article about how to have a 1/3 or 1/2 of the class. "The teacher has formed three or four groups according to student needs or abilities; she works with these groups of six or eight students at a single table while the rest of the class moves through stations. In this scenario, grouping meets data."

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May, E. (2012, October). Group Work: Getting into Formation. Middle Ground magazine. Retrieved January 20, 2018, from http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet.aspx?ArtMID=888&ArticleID=17

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"My sixth graders initially struggled to stay on task with this side-by-side seating arrangement, but simple reminders about what it means to work successfully in a group, along with consistent and clear expectations, remedied this issue. As a result, students have learned how to use their classmates as productive resources instead of social distractions."

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This article explains flexible grouping. I have struggled to find the best way to group my students. This article gives good ideas. "Flexible grouping provided an opportunity to efficiently manage instructional time and focus on smaller group needs."

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Benders, D., & Craft, T. (2016). The Effect of Flexible Small Groups on Math Achievement in First Grade. Networks: An Online Journal for Teacher Research, 18(1), 724-724. doi:10.4148/2470-6353.1022

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Cooperative groups could be used in rotations.  The author discusses roles students could have when working together.  "These roles help students engage in the eight Common Core State Standards for Mathematical Practices because students are the ones doing the thinking, reasoning, and problem solving."

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The four C's can easily be incorporated into math rotations. It is important for students to be able to think critically and creatively, while  communicating and collaborating with each other. “Using the ‘Four Cs’ to engage students is imperative. As educators prepare students for this new global society, teaching the core content subjects—math, social studies, the arts— must be enhanced by incorporating critical thinking, communication, collaboration, and creativity."    John Stocks

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NEA.  (2017).  Preparing 21st Century Students for a Global Society.  An Educator’s Guide to the “Four Cs”.  http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

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Blended learning: Moving Beyond Tech-Rich Classrooms

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Blended learning: Moving Beyond Tech-Rich Classrooms

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Blended learning can be used to differentiate and individualize instruction. The author explains this technique of teaching students of different abilities. "Blended learning is a personalized, competency-based learning experience including increased student control over the time, path, or place of learning. When combined with devices in a one-to-one classroom, this model can increase student achievement, empower students to take more ownership of their learning, and create efficiencies that allow teachers to reinvest time saved in their students."

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Blended Learning: Moving Beyond Tech-Rich Classrooms

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Blended Learning: Moving Beyond Tech-Rich Classrooms

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McGrath Schmidt, K. (2017, October). Blended Learning Moving Beyond Tech-Rich Classrooms. AMLE Magazine. Retrieved January 20, 2018, from http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet.aspx?ArtMID=888&ArticleID=856

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Gibbons, K., & Bush, S. B. (2015, April 13). Cooperative Group Work in the Middle School Math Classroom. Retrieved January 20, 2018, from http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Cooperative-Group-Work-in-the-Middle-School-Math-Classroom/

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This article gave a good explination of blended learning.  It discussed the benefits of using this approach and gave some good ideas.  I did struggle with this resource because it never explained the meaning of ICT.  Further research has led me to believe it is information and communication technology. "Blended learning is the concept that includes framing teaching learning process that incorporates both face to face teaching and teaching supported by ICT. Blended learning incorporates direct instruction, indirect instruction, collaborative teaching, individualized computer assisted learning."

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Lalima, K. (2017). Blended Learning: An Innovative Approach. Universal Journal of Educational Research, 129-136. doi:10.13189/ujer.2017.050116

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This has been a difficult concept for me. The author discusses how to effectively group students. It is explained that grouping by ability get be beneficial to the students and teacher. I do think this can have its disadvantages as well. "Proponents of ability grouping say that the practice allows teachers to tailor the pace and content of instruction much better to students' needs and, thus, improve student achievement. For example, teachers can provide needed repetition and reinforcement for low-achieving students and an advanced level of instruction to high achievers."

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NEA. Research Spotlight on Academic Ability Grouping. Retrieved January 23, 2018, from http://www.nea.org/tools/16899.htm

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The author explains how stations can be used to provide more small group instruction. The teacher can work with a small group of students while the others are working though the other stations. I plan to use a teacher/small group station in my math rotations. "Stations could provide me the ability to create a smaller teacher-to-student ratio and therefore a more personal teaching experience. Stations could provide a self-paced learning environment for each student to have a more personal, organic learning experience."

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Fuderer, R. (2016, April). 50% of the Class; 100% of the Learning. AMLE Magazine. Retrieved January 20, 2018, from http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet.aspx?ArtMID=888&ArticleID=620

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This article details each of these interventions that can be used to help students who are struggling in math.  These interventions could would definitely be incorporated into math rotations.
"1. Advance Organizer
2. Assessing Background Knowledge
3. Modeling
4. Guided Practice
5. Independent Practice
6. Maintenance"

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National Center on Intensive Intervention. (2016). Principles for designing intervention in mathematics. Washington, DC: Office of Special Education, U.S. Department of Education.  https://files.eric.ed.gov/fulltext/ED571847.pdf

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Flores, D. (2014, September 16). Calculation Nation in Math “Rotations”. Retrieved January 20, 2018, from http://www.nctm.org/Classroom-Resources/Success-Stories/Calculation-Nation-in-Math-%E2%80%9CRotations%E2%80%9D/

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Gibbons, K., & Bush, S. B. (2015, April 13). Cooperative Group Work in the Middle School Math Classroom. Retrieved January 20, 2018, from http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Cooperative-Group-Work-in-the-Middle-School-Math-Classroom/