Whole Group Exploration
Whole Group Exploration is a form of whole group instruction where we work with conceptual models to understand the algorithm behind solving math problems. Students work with whiteboards at the carpet as we discuss and work through a series of problems that build and understanding of our skill. As students successfully prove that they are ready to work independently, I dismiss them to their seat with our practice, keeping the students who need additional support to go through more practice problems. This strategy allows me to give more support to students who need it and release students who are ready to excel.
Stamina captains track stamina among students at their table throughout independent work. Especially while working on differentiated or individualized practice, students may feel "alone" in their work and thus easily get distracted (whereas they might feel more pressure if all students are working on the same exact practice). Thus, through emphasizing the skill of stamina, students constantly think about their level of focus and ability to avoid distractions. When students begin discussing something that is off-topic, the stamina captain will write down their name on a post-it. After that, those students get a chance to "fix" their behavior by getting back on task. If their stamina is not fixed, they then get a phone call home as a consequence for their lack of focus. Through this closed loop, parents and students understand their focus and work at school.
1:1 interventions take place with students who are far below grade level. Though we try to keep them exposed and practicing grade level content, I need to meet with these students additionally to spiral in remediation support so they can better access the content we learn as a class.
The Vocab Blitz is a visual strategy used to teach concepts through the use of math vocabulary. Students answer deep questions about the relationship between words and math and earn tickets. They place these in the Raffle Jar, which we pick from on Fridays for a small prize. Math vocabulary just for the sake of knowing academic language is good, but the Vocab Blitz explicitly asks students to apply the terms, which allows me to build more rigorous questions and connect ideas (i.e. how volume connects to science). For example, by knowing what the dividend actually is, we have a shared language that we can use when trying to figure out if a problem is asking us to multiply or divide, and to connect to improper fractions' numerator when converting them.