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What does an inclusive math classroom look like? 

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What does an inclusive math classroom look like? 

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Uploaded by Marcia Torgrude on 2015-04-08.

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Link to slides: https://docs.google.com/presentation/d/1gIC2KiuBBKgP9rPL7TDIdkaW74UdP_B4nMOm8TG6sDw/edit#slide=id.g1261e877c8f_0_116

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Everything You Need to Know to Successfully Run Math Workshop

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Workshop. It's a popular methodology that has made its way into many classrooms. Reader's Workshop. Writer's Workshop. I have even implemented Science Workshop as an integrated piece in my Reader's Workshop due to time constraints. And now, Math Workshop.

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Out Now!

Successfully implement the transformational math workshop model of instruction through five accessible manageable steps:

Math Workshop:
Your 'Instructional Coach'

Gain insight into Jennifer Lempp's "three buckets" for a highly successful math workshop:

Classroom Arrangement

Routines and Procedures

Mathematics Community

20 Days to a Classroom Culture that Works

Twenty minilessons that support the communication and practice of expectations surrounding the workshop model.

Three classroom-tested math workshop structures, providing practical ideas for routines, focus lessons, guided math groups, learning stations, and reflections so you can get started with math workshop in your classroom today.

The online video clips invite you inside K-5 classrooms for a seeing-is-believing look at math workshop in action. Seeing clips of actual teachers and students engaged in math workshop is the next best thing to observing the model in a classroom.

Reproducibles

Related Videos

Math Workshop on Twitter

FREE consultation with @CharchunKathy when you register for the 2021 #collaborativeresponse Symposium
Register early as consultation slots will fill up quickly!
https://www.jigsawlearning.ca/publications/collaborative-response-symposium #mathchat #iteachmath #mathematics #mathisfun #mathworkshopchat #youcubed #mathskills #jlcrs

FREE consultation with @CharchunKathy when you register for the 2021 #collaborativeresponse Symposium
Register early as consultation slots will fill up quickly!
https://www.jigsawlearning.ca/publications/collaborative-response-symposium #mathchat #iteachmath #mathematics #mathisfun #mathworkshopchat #youcubed #mathskills #jlcrs

FREE consultation with @CharchunKathy when you register for the 2021 #collaborativeresponse Symposium
Register early as consultation slots will fill up quickly!
https://www.jigsawlearning.ca/publications/collaborative-response-symposium #mathchat #iteachmath #mathematics #mathisfun #mathworkshopchat #youcubed #mathskills #jlcrs

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2020 Catalog

© 2021 Math Solutions | A division of Houghton Mifflin Harcourt | 877.234.7323

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Out Now! Successfully implement the transformational math workshop model of instruction through five accessible manageable steps: Math Workshop: Your 'Instructional Coach' Gain insight into Jennifer Lempp's "three buckets" for a highly successful math workshop: Classroom Arrangement Routines and Procedures Mathematics Community 20 Days to a Classroom Culture that Works Twenty minilessons that support the communication and practice of expectations surrounding the workshop model.

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We have access with our school subscriptions!

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The First Days of Daily 5 and CAFE in Kindergarten

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Number Talks ~ Counting On Strategy within Sums to 20 (DIGITAL and Printable)

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These Number Talks are perfect to grab and use when you are teaching first grade students the computational strategy,Counting On to Add. All of these math talks lend themselves to counting up to solve addition problems within 20.

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Overview: Children bring their intuitive knowledge of mathematics to school. How might we create more opportunities to listen deeply, notice, and name what children CAN do before making instructional decisions that build on what they know? When our teaching focuses on helping children cultivate healthy math identities they begin to see themselves as capable, competent, and confident mathematicians.

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How to make learning engagements inclusive and differentiated in structure, content and assessment? 

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How to make learning engagements inclusive and differentiated in structure, content and assessment? 

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How to address all the student needs using a variety of grouping structures? 

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How to address all the student needs using a variety of grouping structures? 

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What does Math workshop look like? What is the structure of the lesson?

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What does Math workshop look like? What is the structure of the lesson?

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Question | National Council of Teachers of Mathematics (NCTM) Standards | Wisconsin Model Academic Standards for Mathematics (2009 draft) | | Standards Based Lesson Plans | Cognitively Guided Instruction | Protocols & Assessments | Madison Metropolitan School District (WI) K-8 Standards | Virtual Manipulatives | Teacher Recommended Websites | Recommended

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Banish math anxiety and give students of all ages a clear roadmap to success

Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler-Stanford researcher, professor of math education, and expert on math learning-has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students.

There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. Mathematical Mindsets:

Explains how the brain processes mathematics learning

Reveals how to turn mistakes and struggles into valuable learning experiences

Provides examples of rich mathematical activities to replace rote learning

Explains ways to give students a positive math mindset

Gives examples of how assessment and grading policies need to change to support real understanding

Scores of students hate and fear math, so they end up leaving school without an understanding of basic mathematical concepts. Their evasion and departure hinders math-related pathways and STEM career opportunities. Research has shown very clear methods to change this phenomena, but the information has been confined to research journals-until now. Mathematical Mindsets provides a proven, practical roadmap to mathematics success for any student at any age.

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Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching

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Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching : Boaler, Jo, Dweck, Carol: Amazon.ca: Books

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A website that hosts tons of resources for inquiry based math activities and units.  Within each strand there are 5 levels.

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The Ministry is migrating nzmaths content to Tāhurangi. Relevant and up-to-date teaching resources are being moved to Tāhūrangi (tahurangi.education.govt.nz). When all identified resources have been successfully moved, this website will close. We expect this to be in June 2024. e-ako maths, e-ako Pāngarau, and e-ako PLD 360 will continue to be available.

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Seesaw PD w/Jo Boalar (Presentation Slides) 

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Seesaw PD w/Jo Boalar (Presentation Slides) 

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Differentiated Instruction

When students with diverse performance levels are grouped together, they can all benefit.

Allison Shelley / American Education

It's just two months into the school year, and students in my class are working in their student-led, heterogeneous learning communities. Students know these as just "learning communities." In distress, "Leilani" stormed out of her learning community and walked up to me to ask, "Mr. Manfre, can I switch groups?" When I asked why, she proclaim​​ed, "Well, they just don't get it!" At that moment, I realized Leilani was exactly where she was supposed to be.

Leilani had always been a high-performing student in mathematics. In previous years, she would correctly complete her assigned work, and then the teacher would "differentiate" by providing new material to accelerate her learning and avoid "holding her back."

That approach fed into the misconception that high performance correlates to greater mathematical ability, when in fact, it's actually just quick processing. Quick processors like Leilani thrive in an inequitable educational system bounded by tight time constraints of a class period, school day, and school year.

Providing Leilani with this sort of accelerated differentiation feeds into the fixed (and incorrect) mindset that she is smarter than her peers. In fact, the more I accelerate her learning, the more isolated her learning experiences become, narrowing her perspectives of mathematics and decreasing opportunities for her to develop conceptual understanding through discourse.

For every Leilani, there's a "Keala," a "low-performing" student who is only perceived this way because she's not a quick processor. Keala needs to understand the intricacies of the whys and hows of mathematics in order to fully process it. She may also need more visuals, as it is harder for her to grasp abstract concepts. Keala's needs would be seen as an inconvenience in a classroom that valued fluency above all.

Typical Differentiation

In many math classrooms, teachers work hard trying to meet the different needs of their students. You may see typical differentiated classrooms working with three isolated stations: (1) the Leilanis working by themselves or collaboratively on accelerated material, (2) the Kealas receiving small group differentiated instruction, and (3) the rest of the class working individually, in pairs, or in small groups on grade-level content.

The problem is, when high-performing students are placed in these homogeneous groupings, nobody has to ask (or answer) the depth questions of "why" and "how" for multiple reasons:

Mistakes are at a minimum, so even when there is discourse, there is much agreement over the most likely correct answer.

Since there are fewer mistakes, students develop math anxiety, or fear of being wrong, and are less likely to ask questions that would show they don't know.

The teacher is often spending most of their time with the struggling low performers and not able to ask questions to challenge and extend the conceptual understanding of the high performers. This also leads to lower-performing students being conditioned as passive recipients of learning instead of active contributors to their learning environment.

What if isolated differentiation was not the solution? What if there was a way to have "differentiation through inclusivity" where students at different mathematical performance levels got their individual needs met, not through isolation, but by working together? There is.

In order to receive differentiation through inclusivity, there is an overarching core belief and three key components that must be addressed.

Core belief: All students are capable of learning mathematics through different processing times and mechanisms. Some need more time, others need alternative approaches or additional scaffolds, but all can learn math.

If we embrace this core belief, then we truly understand that people aren't good or bad at math, just unique in how they bridge surface to deep to transfer learning. Archaic math classrooms honor and reward the quick processors and their speed in fluency over the rest; whereas contemporary math classrooms are grounded in research that values and prioritizes deep conceptual understanding, which comes from embracing the knowledge that mathematics can be learned and executed in multiple ways through many different representations.

3 Components of Differentiation Through Inclusivity

1. Heterogeneous grouping. Intentionally created heterogeneous learning environments allow students to serve as a part of the curriculum for their peers. These heterogeneous environments shift the focus from typical differentiation by product to differentiation by process with students at the center.

Productive struggle comes from the wide range of levels of learners working together on a common task and learning with and from one another. Students in heterogeneous grouping ensure diversity of ideas and opportunities for discourse around such ideas, leading to greater conceptual understanding.

2. Communicated value of heterogeneous grouping. Students need to see value in engaging in such higher-order discourse around diversity of understanding. I use " tiers of understanding " to create the personalized value for the mixed levels of learners to work together.

Students of different levels seek to work with each other for their mutual and individual benefit. It also creates a mathematics classroom culture that invites mistakes as an essential contributor to the learning experience, minimizing math anxiety.

3. Equitable scaffolds, roles, or protocols to support students in achieving excellence in heterogeneous groupings. In this case, my students were supplied with scribe protocol, learning community responsibilities, and a protocol for empathetic explanation, which helped them with the productive discourse required to navigate diversity of understanding.

Students in my class are intentionally placed in heterogeneous learning communities to provide the productive struggle that Leilani experienced when she approached me asking to switch groups.

Through months of working with her learning community, Leilani improved her communication ability to not only provide meticulous explanations but also ask inquisitive questions for her peers to articulate their thought processes, allowing her peers to serve as elements of the curriculum. As a result, conversations contained higher-order discourse, leading to a greater depth of conceptual understanding for all members of her learning community.

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The Advantages of Heterogeneous Student Groups in Math

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Differentiated Instruction When students with diverse performance levels are grouped together, they can all benefit. Allison Shelley / American Education It's just two months into the school year, and students in my class are working in their student-led, heterogeneous learning communities. Students know these as just "learning communities."

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Student explaining her thinking about area and perimiter

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How do we ensure students are not “tracked” all year in math? 

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How do we ensure students are not “tracked” all year in math? 