Anyway, I enjoy centers and have always thought that when I did them, they were done pretty well and I put a ton (probably too much) thought into what the specific activities were. But because they took so long to plan, I didn't do it as consistently; only when I felt they were needed or when I had enough activities. That was my biggest problem.
What do I want?
- centers weekly, not whenever (it will also aide in the math planning process & build practice time)
- go-to activities (so I'm not always thinking of activities for that station) that review, promote thinking, practice fluency of basic skills, etc.
- more differentiating (really able to meet with my high kids more often)
- not get rid of my whole group time (I need this independent time to target my low kids more often... which is why I wasn't getting to my high kids as often)
Luckily, as I was contemplating all this, I got an idea from a great teacher in my district during a training held in her room. She had a math rotation chart up, but the colors didn't go in order from one rotation to the next. Talking to her about this, I got many ideas and tweaked it to match my room.
First, let's talk flexibility:
- The top activities are taped on, so they're interchangeable...and I could use this chart for non-math centers in the future (I'm all about not redoing everything).
- Group names are also taped onto the bottom crayons to allow student movement based on concepts currently being studied.
Major Qs after people see this:
- Why is there an "x" on the tutor station? I don't have an aide during that time. She is actually not even there for the full 3rd rotation. Therefore, I strategically planned my lowest kids with her during rotation 2 to get her the full time. My middle kids are with her during the 3rd rounds. She has plans and knows that when she has that 3rd round of kids, she should be doing her guided practice during the first 10 minutes and check for understanding before leaving and having them do the rest on their own.
- Why do you have only 6 groups but 7 stations? This is because my tutor is not with me at all times. A problem solving group could be used for my higher, independent kids who don't need her (since she's not with me full time anyway). Also, I am able to be flexible and add in or take away stations I don't need that week.
- Why don't the crayons go in order diagonally? This idea I got from that teacher in my district. Not every kid will hit each station. My lower kids will probably not hit enrichment. Some students need to build fluency with basic math facts more often than others. I organize where they'll go weekly and that sets my math plans for 2 days!
- How often do you do centers? I'll do centers twice a week (3 rotations/day). Other days are whole & small group break outs.
Here is a picture of my computer spreadsheet for 2 different weeks where I moved groups around:
BRIEF description of each station: (they can change anytime)
Computers: Greg Tang or other related sites on my class webpage; I'm also trying to implement Think Through Math this year as a more structured go-to computer station where I can assign pathways related to our current unit
Teacher: Based on the group I see, I may go over tests, guided practice problems, introduce different manipulatives, give math problems with difficult number sets, or move on
Fluency: reinforce basic operational skills with Equation Station Puzzles or Kakooma sheets found on the Greg Tang site
Tutor: more practice with middle to low groups
Problem Solving & Logic/ Hot Dots: If it's a review week, we will do Hot Dots (also sold on Amazom) and/or save this station for problem solving.
Review/Enrichment: more practice or enrichment work for high kids
Marcy Cook: See this post about Marcy Cook
How I organize stations:
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| Most stations have a manila folder (I'm working on something less lame as this is just a post it!) with colored construction paper folders inside (according to group color) to hold student material. Students are taught to return papers back into their colored folder in case it is an activity that can continue next week. Also, I am able to see how much each group completed, check for understanding, and see if I can use the material in a teacher/tutor station to continue/review. |
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| DIFFERENTIATE: I felt that in the few weeks I have tried this, I have been able to differentiate so much more. The high kids tend to be the ones left out, moving slower than they should. For example, in this Review/Enrichment center, I have different activities in their folders based on abilities. My red group is high and this activity has them explaining their thinking with specific math vocabulary words. The words have a fractional point value. They add up the point value of the words they used in their explanation when they're done (still adding mixed numbers, but more in depth). My purple group is lower and needs more basic practice with the word problems we've already worked on that they haven't finished (they'll solve in their math notebooks). |
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| Thanks to friends and donors from DonorsChoose for these Hot Dot cards and pens. I think the kids will really like the immediate feedback from the talking pens. Don't you worry... I have plans for what to do if they misuse the pens. ;) White boards are provided to help write down thinking if needed. The manila folder holds groups' colored folders with their tracking sheets. |
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| See this Marcy Cook post for more info about my set up. |
And because it's my blog, here's a picture of my ultra cute baby working with me as I set up my math centers.
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