Instructional Openings

Bull Boards

Bull Boards is an instructional strategy to practice a computational or fluency skill throughout the week. The skill should be scaffolded, with simple questions building towards more rigor. I found that a main objective of this should not be to get bogged down with long problems (i.e. long division) but rather to check a thought process. For example, asking what a decimal is when rounded to the tenths, or which place value would be a hundred times bigger. The same skills cycle back throughout the year as a way to keep content fresh and allow us to connect currculum quicker.

Strategy Resources (2)
Students In Action
 
 
 
Student Handout
 
 
I feel like often what holds our kids back is that they view numbers in a totally different way than I do. Often, they see math as a series of steps depending on operations. I believe that a deep understanding of what the numbers and operations mean allow us to manipulate them. Here is a breakdown of how I will scaffold the skill of the week over 5 days.
 
Students In Action
 
 
Student Handout
 
 
I feel like often what holds our kids back is that they view numbers in a totally different way than I do. Often, they see math as a series of steps depending on operations. I believe that a deep understanding of what the numbers and operations mean allow us to manipulate them. Here is a breakdown of how I will scaffold the skill of the week over 5 days.
Daniel Utset-Guerrero
Holmes Elementary School
Miami, FL


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Fifth grade
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Collaborative Student Groups
Friday Review

Friday Review is a one-day activity designed to address specific needs and growth areas for each student. Using very recent data (from Exit Tickets or formative assessments), I identify specific skills that each student needs reinforcement with. Throughout class, students rotate through either small group lessons with me or individualized activities at their tables. When students work with me, they work on remedial practice to make sure they fill in any gaps in their understanding. While working independently, students work on various activities, including targeted online practice, practice worksheets, and hands-on activities, all selected and designed based on assessment data. Though my students work with their peers at times, they rotate through activities based on their individualized schedules, working towards their personal goals. At the end of the block, all of my students take an Exit Ticket (please see the "Daily Exit Tickets" strategy video) to measure their mastery. This allows me to track their growth and to plan how to support students who need additional practice.

 
Academic Culture
Synergy

The neighborhood where my students come from can be full of negativity. My students need to learn how to support each other and accept the mistakes that come with the natural process of learning. Synergy is a strategy that is a core element of my blended model; it defines and reinforces the behaviors that successful teams use to work together to overcome a problem. Synergy has four basic expectations: 1) Push each other's thinking; 2) Share the load; 3) Use Accountable Talk; and 4) Move with speed. I use these expectations in a quick evaluation of each group every time we do group work, and the "winning group" receives a small prize, which reinforces my academic and social expectations and incentivizes friendly competition.

 
Assessment & Data
Post-It Power

Teachers need feedback from their students constantly to make good decisions. One way I check what my students brains are doing is through Post it Power. This strategy involves students writing an answer to either a reflective question or math problem that will illuminate their understanding. Using this information, I get a powerful, visual snapshot of the class that helps me to make decisions about the following days' lesson. 

 
 
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