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A strategy I learned was tackling small group instruction during Math. I really loved visiting the Mater school and seeing how the Math teacher chunked her lessons into digestible chunks. It was simple, high level, and the kids enjoyed learning in her class. It was quite amazing!

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I am implementing small group instruction/practice during our math block. It has really helped me see who understands and who does not. Along with that, I have asked students to explain their thinking/problem solving strategies. This has really helped me see another layer of who needs additional support and who is completely understanding the concept.

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Although I'm not directly working in the classroom, I was able to take the observations made at our Math PLC visit to Mater Narcoossee and share ideas during coach meetings with our K-5 teachers. Many of our teachers are already actively pulling small groups in math and working on varied math activities after whole group instruction, but always great to bring new ideas to our teachers!

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With all we have to do I learned that math stations do not have to be store bought. It can be a simple math game from a ditto, an extension activity, or even i-ready minutes. This gives us time to help those in need.

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One way I am differentiating my ELA centers is by having my high achievers read a higher-level chapter book and complete a book study on it. So far, they are 5 chapters in and are loving being challenged! I am looking forward to beginning the book study with them once they finish reading!

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On Wednesdays Mrs. Seely and I coteach my math whole group lesson as part of the inclusion model. We split the class into two separate smaller groups and teach the lesson usually including hands-on strategies. The kids love this model and really enjoy having her in the room. It is also a way for us to monitor which students may struggle with a particular math skill in a smaller setting. Other students in the classroom also benefit from the strategies that Mrs. Seely is using with her students that have IEPs.

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I rearranged my centers and took some time to explain each center to the entire class (especially new material) before we broke into our groups and partners to complete center work. I did a better job of aligning the material in centers with things that we have already learned and material that the kids can do by themselves. I picked centers that were easy to understand and administer by themselves. Since I made centers a bit easier - I was able to do get more engaged with my reading groups and there were less interruptions.

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One strategy I have used in my classroom is differentiated literacy centers with a focus on student choice. Instead of assigning every student the same center, I offer a variety of stations targeting different skills such as, comprehension, vocabulary, writing, and fluency allowing students to choose based on their learning needs and interests. This has increased the engagement of my students and encourages independence and allows for small-group reading instruction.

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One of the strategies we talked about in our PLC was differentiating our ELA centers. Instead of traditional rotating centers, I have been allowing students to choose their own activity within each center. This allows for more student engagement and helps students feel a sense of ownership over their learning. There are clear expectations and the centers run more independently.

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This school year I changed up my centers to offer my students more choice. This helps those that have not yet mastered an area, to gain more practice and makes centers more engaging. During our math block I have been able to work with students to help them with different Kindergarten standards. I have also been looking at their iReady lessons to see what they are passing and/or struggling in to help see what areas I can help them gain additional practice in.

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I have worked on making my Math class more interactive with centers daily and small group. Students do a spiral review that helps them recall important skills that will help them learn a new lesson. Some things we do is "Word Problem of the Day", "Do You Remember?", and then number talks to help with place value and reviewing addition and subtraction. I do small groups to review and check in with students on what we have learned or pre-teach a skill that may be challenging to students. I also ask students how they feel about the lesson in small groups and gauge their ability to answer questions and how they feel about the lesson to pull them an extra time. I also provide the students a review sheet and a practice sheet for tests.

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I implemented math centers in my classroom this year instead of just pulling differentiated groups. In my skill center the students are grouped by level and either work in their Envision books on the pages provided in the IMS PowerPoints for on and beyond level/The approaching level group will work on reteaching activities. Hands on activities are incorporated into this center as well. At the back table- I work on skills depending on needs of the group. In the technology center, students work on iReady- and SAVVAS online where I provide videos and reteaching interactive practice based on the standard.

The students are working very well, and I see their math improving!

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I think my biggest challenge in both ELA and Math small groups is keeping the behavior's at a manageable level. Being able to come up with a plan for the groups is easy compared to being able to focus on your small group as the teacher and the other 20 students working independently maintaining expectations. With my class being quite chatty this year, I have had to create a system (especially in ELA) where the "captain" of the group handles the majority of the issues. It is remarkable how these 7/8 year old second graders are stepping up to the plate and taking it quite seriously. This has allowed me to accomplish what I need to and trust my little leaders to do what is right and fair for their group.

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In my classroom, I use differentiated math groups so I can meet students at their levels. I also make sure to meet with my tier 2 students longer than any other groups to give extra support. I plan on adding Freckle to my rotations along with I-ready, frax and reflex.

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Throughout the day, I will use LIM phrases that apply to group and or individual instances throughout subjects. For example, we are currently writing an essay on a community/charitable project that would help the community. This lessons and project lends itself to using phrases like "be proactive" and "win-win." It builds their familiarity with the vocabulary and puts it into a context they understand well.

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My students have really started to enjoy shifting from group to group while they work on centers. Not only is it great for them to get up and stretch, but they like the variety of activities. It has taken a little time for them to understand the objective of each group, however, I am noticing they're becoming more independent and holding each other accountable. I also enjoy being able to sub activities in and out depending on skills they may need review for or skills they may be behind with.

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For behavior management in Steam, I write the word Buck on the board. If I have to ask more than once, I erase a letter. This gives them a visual reminder of their behavior. 

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For behavior management in Steam, I write the word Buck on the board. If I have to ask more than once, I erase a letter. This gives them a visual reminder of their behavior. 

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We are working to make our math classes more engaging by having our students work together and collaborate. We have begun a spiral back review every week to recall and master the 4th grade standards. We are using iReady, Envision, Reflex math, Frax, and unit exams to help them reinforce these skills in preparation for PM3. The challenge has been to condense our instructional time to 15 minutes with this particular group of students.

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After reading everyone's posts I feel like I may need to join in on centers. Next year (new room) will be the target year for that skill. Behavior in the music room has had it's ups and downs these last two months. Giving out duck bucks to classes that are doing things well has been a great way to build successful habits. Other classes that have some students who struggle with group activities or getting along with others, make it hard for those wonderful synergy moments when we sing, or play something wonderful. A few things that have helped is a good seating chart, learning and using kids names, finding things to compliment, adding in preferred activities if they complete a project, and reteaching the original agreements of Be respect. Be responsible. Be safe and let's have some fun.

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I've always (always) been a proponent of small groups. I love meeting with each child daily, if at all possible. This group/year has been a struggle due to class size and desks. Now that we've resolved the desk issue, I'm looking forward to "getting back in the saddle."

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I am in Ms. Birmingham's class during centers and because of how our shared students are progressing on their goals, I am able to sit at the writing center each week. It has been nice to support them in how to structure their ideas and help them edit their work. The kids seem happy with the extra help during that time.

This has me thinking about next year and being more purposeful in planning what is happening when I go into classes. I would love to get to work with more kids!

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My students enjoy centers and love having a routine and structure. Having Ms. Booth in the room during centers to help other students has been extremely helpful. The class knows she is there for all of them.

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For 3-5 grades in PE, we have introduced basic fundamentals of sports and fitness by breaking down concepts while focusing on skill development. For K-2 grades, we have been focusing on station-based activities, while emphasizing the importance of cleaning up their station before rotating to the next station. This teaches clear definition of "start and finish" activities and how to manage their time effectively at each station.

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When it comes to centers/stations I think the simpler the better. Kids love a game and hands on centers. At the end of the day students need to practice skills, current and previous, and centers is a great time and place to accomplish this. Plus, it's a great way to hear and see students learning in real time to implement interventions on the spot, not weeks later.

If manipulatives are hard to handle whole group, why not put them in a teacher led small group, or in a center after they know how to use them.

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In ELA small group, I've implemented differentiated learning strategies. Students who are at or above grade level are now working with reading passages specifically designed to challenge and interest them. At the same time, those who are facing difficulties in reading have access to more accessible passages along with supportive questions to help strengthen their skills.

I've noticed a remarkable increase in student responsibility for their own learning, and having activities tailored to their individual levels has really made a difference in their engagement and growth.

I introduced math centers, and to my delight, the students absolutely love them! These interactive centers not only offer a fun way to engage with math but also effectively build on the skills we're teaching or provide an opportunity for review.