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The Road to Guided Math –
How to Get Your Engine Started and
Take Off Down the Road…
Kathy Spruiell,
Instructional
Mathematics CoachStripling Elementary School,
Gwinnett County
Public Schools
www.mrsspruiellatschool.weebly.com
Let’s set the NORMS…
• Parking Lot
• Attention Signal
• Materials, Copies, PPT, etc…
• Over 21 Rule
• This is not “Sit and Get.”
• Anything Else???
• 770-842-5200
• [email protected]
So….Why are we doing this?
The story begins “organically.”
“So you’re giving us all this great staff
development, tell us exactly how you
would teach math…….”
The NEEDS
• The changing needs of the students
• The changing needs of the teachers
• The changing needs of our schools
Are you teaching math like the captain
of a Battleship or a Submarine?
Plowing through
material, covering
ground, on the surface
Investigating the
possibilities, going
deep below the
surface
Resources for Guided Instruction
2002 - 2006
• Differentiating Instruction in the Regular Classroom
by Dianne Heacox
• Differentiated Instructional Strategies: One Size Doesn’t Fit All by Gayle Gregory
____________________________________________________________________
• The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann
Tomlinson
• How To Differentiated Instruction in Mixed Ability Classrooms
• Fulfilling the Promise of the Differentiated Classroom
by Carol Ann Tomlinson
• Brain-Based Learning by Eric Jensen
• Developing Students Multiple Intelligences
by Kristen Nicholson-Nelson
____________________________________________________________________
2007- 2012
• Guiding Readers and Writers by Fountas and Pinnell
• Guided Math by Laney Sammons
The Spiral
There are many elements
in good math instruction.
•Workshop
•Calendar/Number
Corner Math Time
•Problem Solving
•Literature
•Journaling
•Homework
Welcome Teachers!
• Talk to your elbow partner about how math
is taught in your building/classrooms/grade
levels.
• ______% whole group instruction
• ______% Guided practice with a
worksheet.
• ______ % Small group instruction.
• ______ % Centers and math games.
Components of Guided Math
Guided
Math
Workshop
Model
•Mini-lesson
•Guided
Groups
•Independent
Work
•Sharing
Guided
Reading
Workshop Walkthroughs
Literacy
Mini-lesson (whole group meeting area)
__Using a mentor text
__Making a chart
__Modeling
__Other_____________________
Math
Mini-lesson (@meeting area or seats)
__Using math manipulatives
__Using Math Journal
__Modeling on board, Mimio, desks, etc…
__Other_____________________
Small Group/Independent Practice
__Students reading “just-right” books
__Reading leveled readers from
baggies on their own or with the
teacher
__Reader’s/Writer’s Notebook
__Conferring with anecdotal notes
__Literacy stations (K-2)
__Other_____________________
Small Group/Independent Practice
__Guided Math Groups
__Conferring with anecdotal notes
__Students practice math concepts
on their own using a variety of resources.
__Using math manipulatives
__Math Centers/Games
__Other_____________________
Share (whole group meeting area)
__Using student work to celebrate
strategies used
__Other_____________________
©Stripling Elementary 2010
Share (@meeting area or seats) Celebrate
strategies used or concepts learned:
__student work
__partner talk/pair-share
__other feedback
__Other_____________________
Classroom Look-Fors
Literacy
Whole Group Area CLEARLY defined
Easel
Rug
Teacher chair
Materials at easel
Small Group Tablewith chairs, materials at table for Guided
Math, Guided Reading, Guided Writing
Word WallsNO WORDS ON WALL BEFORE SCHOOL
STARTS
One for Math terms-can be part of
Calendar
One for high-frequency words (list from
GCPS)
May have one for content areas
Desks arranged in groups for cooperative learning
Evidence of Student Groupinga place in the room designated for Guided
Reading groups, Guided Math centers, etc.
Anchor Charts-as the year progresses
Classroom LibraryAccessible to children and NEAR
the Whole Group Meeting Area
Literacy Station Workboards in K-1
©Stripling Elementary 2010
Math
Whole Group Area CLEARLY defined
Easel
Rug
Teacher chair
Materials at easel
Small Group Tablewith chairs, materials at table for Guided
Math, Guided Reading, Guided Writing
Word WallsNO WORDS ON WALL BEFORE SCHOOL
STARTS
One for Math terms-can be part of
Calendar
One for high-frequency words (list from
GCPS)
May have one for content areas
Desks arranged in groups for cooperative learning
Evidence of Student GroupingA place in the room designated for Guided
Reading groups, Guided Math centers, etc.
Anchor Charts-as the year progresses
Calendar-in whole group area
Evidence of a “growing/evolving” calendar
Manipulatives - are used DAILY in grades K-5
Exemplars – Evidence of student work and strategy
anchor charts
Guided Math - Components
• 1. What? Standards
• 2. Who? Students
• 3. Assessment
• 4. Centers/Games
• 5. Independent Practice
• 6. Small Guided Groups
• 7. Learning Environment
• 8. What will you implement?
1. Standards – “The What??”
• Standards
• Vertical Trace
• Content Weights for testing
• Instructional Calendars
• Strategize through the “WHAT???”
www.gadoe.org
TEKS, Common Core
Vertical Trace Scavenger Hunt
In what grade
level(s) are the
foundations of
division taught?
Area models are
introduced in
Elapsed time is
introduced in
Students count back to
make change in
_______ grade.
_______grade.
______ grade.
In which grade
level(s) do students
indentify 3-D
figures by their faces?
Foundational
concepts of
multiplication are
introduced in which
grade level?
Adding fractions
begins in
_______ grade.
Students identify and
use right
angles in
which grade
level(s)?
In what grade
level(s) are
measures of weight
Converted?
In what grade
level(s) are the
foundations of decimals
taught?
In which grade
Students use factors and
level(s) would
multiples to compute in
students
which
use/measure/apply units
grade level(s)?
of length?
Measures of central
tendency are found in
which grade
level(s)?
In which grade
level(s) do students use
bar graphs to represent
data?
Students investigate
reasonable tools for
measuring capacity in
which
grade level(s)?
In what grade
level(s) are the
foundations of
algebra taught?
2. Students – “The Who??”
Know thy students……..
• Personality Types
• Learning Styles
• Student Placemats
www.mrsspruiellatschool.weebly.com
Learning Styles
Personality Corners
Learning Styles
3. Assessment
•“Real Assessment”
• Consistent
• Cumulative
• Just in time
• Keep assessment
data handy and use
it!
Planning the Lessons
•Problem Solving
•Small Group
•Whole Group
•Guided Practice
•Independent Practice
•Center/Games
•Assessment
•Essential Questions
•Standards
•Calendar
•Math Journals
Classroom Rotation Schedule
Rotation
Schedule
Centers/
Games
Independent
Practice
Rotation
#1
MG3/MG4
MG5/MG6
Small
Guided
Groups
MG1/MG2
Rotation
#2
MG5/MG6
MG1/MG2
MG3/MG4
Rotation
#3
MG1/MG2
MG3/MG4
MG5/MG6
4. Centers and Games
Pitfalls:
•Centers too long/short
•Centers too easy/hard
•Management
•When to teach
games/procedures
•Centers don’t support
currently taught skills
Trouble Shooting:
•Invest in a timer with
an alarm sound.
•Remember Age Plus 2.
•Teach students a few
games at a time.
•Select games/tasks
carefully/globally.
•Begin management
procedures day 1.
4. Some Ideas…..
•What about Fact Fluency?
•Albert’s Insomnia
•Top It!
•Oh No 99!(Not 100)
•Krypto
•Table Top Centers
5. Independent Practice
Pitfalls:
•Practice is too long/short.
•Practice is too easy/hard.
•Management – not
independent
•When do I go over the
practice?
•Do I grade it?
•It’s not fair.
Trouble Shooting:
•Invest in a timer with an
alarm sound!!!
•Remember Age Plus 2.
•Begin management
procedures day 1.
•Select practice assignments
carefully per student needs.
•Give just enough for
students to show success.
•Grade/assess immediately.
6. Small Guided Groups
Pitfalls:
•Groups too long/short
•Management
•Tasks don’t work.
•Rotation is chaotic.
•Constantly interrupted.
•Students don’t talk.
•Students don’t
understand concepts.
Trouble Shooting:
•Invest in a timer with an
alarm sound!!!
•Remember Age Plus 2!!!
•Ask good QUESTIONS.
•The STUDENTS do the
talking.
•Teacher facilitates.
•Begin management
procedures day 1.
•Use manipulatives.
7. Learning Environment
Components:
•Classroom “Set Up”
•Cooperative Groups
•Group Dynamics
•Movement
Front of Room
Reading
Area
Door
A
C
A
C
A
C
B
B
B
B
B
B
B
B
B
B
B
B
A
C
A
C
A
C
Center Location
(Even)
Small Group
Table
Whole Group
Mini-Lessons
Mat Calendar
Classroom
Library
Teacher
Desk
Center Location
(Odd)
9. Data
Does Not Meet< 800 * Meets 800-850 * Exceeds >850
4th grade
CRCT
2008
Average Scale
Score
850 - Exceeds
24/24
Students Pass
5th grade
CRCT
2009
Average Scale
Score
854- Exceeds
26/28
Students Pass**
5th grade
CRCT
2010
Average Scale
Score
878 -Exceeds
28/28
Students Pass
75% are level 3
Exceeds
Validate and Celebrate!!
Favorites:
•Sparkles for YOU!!
•Fireworks
•Round of Applause
•Fantastic
•Cheese Grater
•Refreshing
•Good Job Good Buddy
•OH Yeah!!
•Did a Good Job
•That’s the way I like it.
•Kiss Your brain!
Door Prizes
Thanks to the Rich Buchner and Albert for the
fabulous door prizes!
Contact Information
For more information on this presentation, contact:
Kathy Spruiell, M.S. Ed.
Instructional Mathematics Coach
Stripling Elementary School
6155 Atlantic Blvd.
Norcross, GA 30071
(770) 842-5200
[email protected]
www.mrsspruiellatschool.weebly.com