How to Start Your Journey Into Learning Zones & Small Group Teaching - PART 3

Ok, you've had time to think about the first couple of posts.  You had questions, you made notes, and have a plan.  Let's continue with that plan. . . . Here's the MEAT of it: 

THINK: ACTIVITIES for Class: 
     * Besides working at your table, you have ideas as to what you want the other kids to be working on.  Now it's time to actually settle on the specifics of those ideas.  

There is so much FLEXIBILITY with zones, you can arrange these ideas or replace them however you want!  But, sometimes it's hard to wrap your head around things, so Here's how mine works: 

* Technology:  I ran a "semi-flipped" classroom last year.  At the Technology Zone, students queued up a video of notes I created for them.  They took the notes down along with any examples shown.  When finished, they either worked on sample problems I asked them to work on in the video, or worked on their skills review online. (Our district uses Education Galaxy and Prodigy).  Sometimes, when I didn't have new notes for them, I would set them up with instructions to visit a website to play a skills review game or take a quick online quiz to check their understanding.  Other times, I directed them to work on Education Galaxy or Prodigy.  This year, I'm completely flipping my classroom, so their notes will already be done.  (Theoretically) . For those not finished with notes, they will get on Google Classroom and complete their notes - while everyone else who was up to speed played a skills review game!  (*Oh, so sorry . . . it pays to do your HW!) :)
     ** BIG BONUS:  If you are working in zones, you don't need an entire class set of technology.  (I only have 7 chrome books) . . and you can also incorporate "Bring Your Own Technology" with those students you trust to use it properly.  

*Zone 1:  Some sort of Task Card or other Skills Activity.  They might work on review of rounding with task cards and a self check, or they might play Order of Operations BINGO with a small group, or they might work on some other activity.  When working on a project, I always make one of the zones (any of them) a "project work" zone.  Again - Endless possibilities!

*Zone 2:  This could be the new material - just to get their feet wet - or it could be another spiral review - or MORE practice on the skill you taught a day or two ago.  Working with zones allows you to let them keep working on a concept while starting to move on at the same time!  Sometimes, when the time is right, this becomes an "Individual Work" Zone.  It is silent . . and since the other zone is review, students can spend both zones finishing independent work as needed.  They are not rushed. 

*Teacher Table:  This is where the MAGIC happens!  You are teaching every student in the classroom at their level AND in a small group!  I require students to bring  a whiteboard marker with them along with their math journal when they come to my table. I have individual whiteboards, along with a larger whiteboard behind me.  I provide manipulatives, and any handouts or practice activities they will need.  Sometimes, I use task cards with them and intently watch them work through the skill.  Sometimes we play "games" at my table with the material.  Let's face it - on some skills, it only takes a one time shot to introduce them to the skill - they mostly need time to practice and ask questions.  You are always there to guide them through the areas they struggle.  I even put word problems in plastic pockets and we will conquer them together. . . again, allowing me to see their thinking processes (or lack thereof) and see them working the skill in its computation.  
   * This enables me to get to know my kids more - we build some amazing relationships at my table.  We talk while we work - we discuss, struggle, and support each other at my table. 
   * Should a student still feel shaky, they have the opportunity to RETURN to my teacher table for a double dose of the lesson!  *Cue Angelic Music*  The students are instructed to ask me, and the following day, I will tell them which zone they can "skip" (because it's a spiral review of an old skill, which they will get plenty of by the end of the year, etc. ) and they will just join in with another group for more practice.  AT this time, if they are still unsure or struggling at my table, I slip them a tutoring pass to come in and work one on one.

Now I have everything set up and scheduled.  The kids come in and complete their 2 zones for DAY 1.  At the end of the day, I only have to make sure everything is picked up properly, and switch my "Starting at Rotation___" sign.  All the activities are ready for the next day's groups to come in and finish up.  

I know this is a lot to think about - it's a HUGE jump to make all at once.  Start small - find a 20 minute block to introduce one set of zones.  Train the kids on how you want them to work in these zones, etc.  After a few months, add another . . . and eventually your whole classroom will be based on this model.  When it is, your life is SO much easier!   You have SO MUCH more time!  I can cover twice the amount of content that many of my other teachers do . . . because that pesky spiral review that nobody ever has time to get in is already incorporated .. nothing special to do!  I'm also able to keep up with the scope and sequence and stay on track because kids are able to keep practicing a skill while we move on - and they're not being left behind because we are moving on too quickly.  They are ENGAGED and switching activities to keep the interest.  Once they are trained, it can work like a well-oiled machine.  :)

I'm telling you, this is the BEST way to go!  I have taught both Title 1 and "not" Title 1 kids with this method, and have never seen better results. The students not only learn from me, but they are also learning from each other, sharing strategies, etc.  Kids are always moving and engaged, they pick up lessons faster, make better grades, and of course, they bust through that state testing like a breeze.  (Don't get me started on THAT soapbox!)

All in all, I know my kids are learning the most they can in my class, and are coming away stronger and more confident in Math.  I feel productive and the kids absolutely LOVE the way I teach.  They can't wait to come to class and work on the activities (even in they "hate" math).  Of the few chances I had to schedule some whole group time for them (which is very rare - but it can happen), the first question they ask the following day is, "Are we doing zones today?"  When I tell them that we are, they respond with a sigh, "Good!"  That puts a smile on my face.

If you are thinking about diving in, please let me know if you have any questions or concerns . . . I'll do my best!

Happy Teaching!
Christy

How to Start Your Journey Into Learning Zones & Small Group Teaching - Part 2

Ok, you've had time to think about the first post.  You had questions, you made notes, and have a plan.  Let's continue with that plan. . . . 

THINK: STORAGE
     * How do you want the activities displayed for students?
            *Folders, baggies, boxes, etc?

    Personally, I use the "really good" boxes with lids that have the latching handles.  I put the activity cards in a ziploc baggy including self check & instructions.  I make 4 baggies. I ask students to work in partners, and when finished, they return the baggies to the appropriate box, ready for the next group.

        THINK:    ACTIVITIES
     What should go in EVERY Activity bag/box: 
            * Activity sheet / task cards/ game, etc.
            * Answer key (for partners to check each other)
            * Short, easy to follow, bulleted instructions
     
     *Remember:  A "zone" needs to have an activity where students already understand the concept behind it.  Some sort of review material or extra practice on a concept that has recently been taught.  Independent practice. 
     (This is why I never have a "spiral review" on my lesson plans:  they are already incorporated all year long within the zones I use.)

     * These zones need to be completely "teacher free."  You need to focus on teaching the group in front of you. 

         * In years past (and I think I'm going to return to it this year) I have used a "Student Liaison" or "Expert." This actually falls into 2 categories:  expert on procedures, expert on skills.   

In each class, I have a total of 3 Experts.  1) Technology Expert  2) Math Expert  3) Procedures Expert.   I don't necessarily "name" them that way, but those are the roles they fill.  They are the "go to person" when I have a group.  IF they can't handle the question, they are trained to write it on a sticky note and lay it on my teacher table.  They find something for the student to work on while waiting for the question to be answered.  When I am able, I get to the question & answer it for them or tell them what I want done, etc.  It works like a well-oiled machine!

   THINK:    STUDENT MOVEMENT

Think about how you want your students to MOVE through the classroom. . . how do you envision them changing activities with minimal disruption?

     * Do you want activities set up at specific tables, and students move from table to table upon switching?

     * Do you want activities in a bin, and a group leader moves the bin from one table to another (most students staying in one spot)?

     * Personally, I use plastic tubs with lids and each tub has 4 copies of the activity bags. Each group leader hands out the bags to their partner groupings.  Then when finished, each partner grouping hands the materials back to the leader. Then leaders switch boxes.  

I will leave you with that. . . think about it, and how you envision this working in your classroom.  I'm open to any and all questions!  Next time, we will look at WHAT the students are actually doing in their activities, and at your lesson table.  

Teach On . . . . 😃

Christy 

How To Start Your Journey Into Learning Zones & Small Group Teaching - Part 1

My journey into teaching using learning zones every day, instead of just periodically, started when I was in a Title 1 school. I had so many students who needed my help, but I was definitely losing them when going through whole group instruction. 

I did my best to make whole group instruction as interactive as possible, allowing them to have practice time with partners and guided time with me, but it just wasn't working.  They weren't asking questions as often as I would think they should, they were not sharing strategies or helping each other, and those that were lost stayed lost.

I did notice that when a few came to me at the same time for help during independent work time, they were asking questions, feeding off of each other, and did so much better after I was able to reteach the content in a smaller setting.  That made me start thinking.... How can I make this happen for EVERY student for EVERY lesson?

After some research, I had my answer:  Centers!  (But that sounded too "babyish" for my group of kids - so I decided to call it Zones.)

Now, I had to figure it all out - and see if I could make this work.  I put a lot of thought into it, and the main question I had to answer before I could do anything else was, "What are the other students working on - WITHOUT MY HELP - while I was working with a small group of students?"

Finally, my initial plan was born.  Since then, I've tweaked it to include video notes, which have now turned into a flipped classroom, and I use flexible seating now  . . . but this is the basis from where I started. 

Take this ONE step at a time.  It's a lot to think about, and can seem overwhelming at first.  But, once that is over, TRUST ME, you'll never want to go back!

First up: SCHEDULING
* The number of zones you have for students to work in will depend on the amount of time you have for your content area.  If you are a self-contained teacher, I would suggest starting this journey in an area where students are struggling the most, then branch out to other subjects later.  Baby steps.
       THINK: "How many minutes do I have to teach the  subject?"  
         * You want to leave about 7-8 minutes to account for transition between zones and clean up time at the end.
         * You want to ensure students have plenty of time to process and practice while in a zone - so give them about 20-30 minutes in a zone.  (you also need time to teach the lesson in the zone you have at your teacher table.)
(I have 72 minutes for my classes.  Therefore, I only switch zones once in one class period.  This spans over 2 days to reach everyone.)
          * I have 4 zones, 25 minutes each, with one zone being "my table" for the lesson.

            DECIDE:  What will your 4 zones be? (or however many your have)
         * In my math classroom, I have ME, technology, and 2 "review/extra practice zones"

        * Working in zones is so flexible!  For instance, if I have a day where I just taught a new concept, and we are moving on, but I want the kids to have more practice time, I may "rename" the technology zone to "zone 3" and place another activity to practice that is related to the new material.  I can continue to touch on a bit of practice at my table, but I can also move on there.  I'm there to help and guide - they're not on their own just yet.  It's beautiful!  When the time comes, I can also replace a zone with "independent work" where they work on their own to complete an assignment....but still get the extra practice with other concepts.  In this instance, I will also pick a 2nd zone that "isn't all that important," so if they need more time to finish that assignment, they can use that zone to do so.

     DECIDE: What order do you want the student groups to visit the zones.  Is there a prerequisite zone to another? Or can they go in any order?

             * Make a rotation chart to guide students where to go and when.
             * My students follow the same rotation chart all year long.  Now, the actual groups may swap out a few students here and there to give them fresh blood, but the schedule stays the same.
              * Here is a copy of my chart that I post for students:  it is separated into day 1 and day 2.  Each group will complete 2 zones each day.  Then we will start over again the following day with new activities and material as needed.

	DAY 1			DAY 2
	1	2		3	4
WORK ZONE 1	GROUP 1	GROUP 2		GROUP 3	GROUP 4
WORK ZONE 2	GROUP 4	GROUP 1		GROUP 2	GROUP 3
TECH	GROUP 3	GROUP 4		GROUP 1	GROUP 2
TEACHER TABLE	GROUP 2	GROUP 3		GROUP 4	GROUP 1

Each day, I have this chart posted along with a "We are on Day __" sign.  I flip it around each day so they can keep on track as to where they are starting their rotations.

     THINK About how you will signal "switch."  Also, what does that transition look like? What does it sound like?  Personally, I won't allow them to talk during transition.  It's amazing how much time can be wasted due to discussion at this point.  They move so much faster when they are not talking.  I also use a timer.  I get really into what I'm teaching and doing at my table, I lose track of time.  My students know when the timer beeps, it's time to pack it up and move to the next zone.
       * Think about how the switch happens:  Do students move, or do the materials move to the students?  This hugely depends on what grade you teach. . . some can handle the movement, others can't.  I find myself using a different version almost every year (sometimes every class) depending on the dynamics of the class.

I am going to STOP here, as I know there is a lot more to cover, but I've covered a lot, too.  It's so easy for me to think about this stuff right now, but I know many of you are probably completely overwhelmed at this point.  Take time to process, think through it, jot down your notes.  

If you have questions or need help making this plunge, make a comment in the comments section.  I'll do my best to answer anything you have!  

Part 2 will continue with more planning in this journey!

Happy Teaching!
Christy

Tips on How to Kick-Start the New School Year!

Teaching my students my procedures and expectations is one of the cornerstones of making my classroom work. The importance of this cannot be overstated. I think sometimes, those of us who teach older kids (I have 6th graders) assume kids should know how to operate in a classroom by now through experience, or at least common sense. Well, about 2 minutes into class, those of us who have ever thought that have immediately regretted it. All students (whether the best or worst behaved!) need (and want!) to know how they are supposed to operate in your classroom, and what is expected of them.

In this post, I’m going to outline a list of procedures to think through for your own classroom. This is by no means an exhaustive list, especially if you teach a lab class or special class like choir or art, but is a start. Whether you’re a brand new teacher, or a seasoned pro, it is definitely worth your time to review your classroom procedures and expectations in the summer .

Your style changes, your students change, your room or set-up may change. What has always worked in the past may continue to work, or maybe you had a particularly challenging student that made you realize you needed procedures for certain classroom things. Either way, outlining exactly what you want clears your head before the school year begins.One of the most helpful things I saw when I first became a teacher was a teacher’s procedures laid out in an A to Z format in one document.

Committing your procedures and expectations to paper makes certain that you have in your mind what you want exactly. In my opinion, it is always best to have more procedures than needed thought through and ready to implement versus trying to get your students to buy in after the fact.

Another absolute God send when I first became a new teacher was Harry and Rosemary Wong’s book, "The First Days Of School: How To Be An Effective Teacher", so if you are a new teacher or a veteran who feels like you need to brush up on classroom procedures/routines, I HIGHLY recommend this book.

Now, let’s get to the A-Z Procedures list with questions…THINKING THROUGH PROCEDURES

Attendance: 
        *What do you want kids to do if they miss a day? (with Notes, to get Make Up Work,  etc.)
       *What do you want kids to do if they’re tardy to your class?

Attention:
        *How do you get the attention of students in your classroom?
        *What does “being attentive” look like in your classroom (if just being quiet isn’t enough)?

Bathroom:
         *What do you want kids to do when they need to go to the bathroom? (How to get your
          attention, getting a pass, signing out, etc.)

Binders (or Folders):
           *If your class has binders, are they left in your classroom or do kids take them with them
             every day?
           *Do you want them out at all times or under their desks?
           *If they stay in your room,  how do you want kids to retrieve them and put them away each
            day?

Computers:
           *How do kids check out computers in class, if they take them to their seat?
           *How do they need to operate them?
           *How do they need to return them?
           *What procedures do they follow in the beginning of class on the computer so class starts
             successfully?
           *What if their computer isn’t working, needs to be charged, or they need help troubleshooting
            something?

Electronics (other than computers):
            *Can students ever have electronics in your room (like a phone or tablet)?
            *If so, how do they know when an appropriate time to use it is?
            *When they can’t be used, what do you want students to do with the device?
            *What is the procedure if they have out a device at an inappropriate time and get caught with
               it?
            *If your school collects them, where are students supposed to put it, how do you notify
              parents, etc?

Entering the Room:
            *How should kids enter your classroom each day? (Begin from the hallway and work your
              way to them being seated)
            *Do they need to get something before sitting down?
            *Can they get up to get something after being seated?
            *Do students need to begin any work immediately?
            *How will they know what that work is?

Exiting the Room:
            *How should kids exit your room each day? (Again, think through a few minutes before they
              leave to walking out)
            *What must be done before they leave?
            *Will you give a “Go” signal and let them do it all or will you lead them through the steps
              each day?

Grades:
             *How can a kid request to see his grade? By note? Raising his hand? Asking before class
              starts?
             *How can a student submit late work to be graded?
             *How can a student re-do an assignment?
             *Is that allowed? And if so, does the newly completed assignment go somewhere different
               than tuning in regular work?
             *How will you communicate grades to your students, and how often?

Homework:
             *How will students know their homework each day?
             *Do you require them to write it down somewhere?
             *Do you need to check it?
             *Where do they turn HW in?
            *Do you spot check it before you go over it?
            *What happens if a student loses a copy or the HW?
            *What happens if a student forgets to do the HW?  How do parents know it's missing?
            *What does a student do with late work?

Independent Work:
            *What does Independent Work look like in your classroom?
            *What do you need to teach so this is implemented successfully in your room?

Intercom:
            *If someone comes over the intercom to your classroom, what do you want kids to do?
               (It never fails that when the front office says,“Ms. Heath?”  5 kids answer “YES!”
              as if their names suddenly changed )

Lockers:
              *What needs to stay in student lockers and can’t be in your class?
              *What if a student forgot something in their locker they need for class?
              *How do they ask to go to their locker?
              *Do they need to sign out?
              * Is there a consequence?

Make Up Work:
              *How does a student know what he/she missed?
              *How long do they have to turn it in?
              *Where does it go in your classroom once it is completed (a special place for make up
                work?)
              *How long do they have to complete the make up work?
              *How are due dates communicated to the student?
              *Do students have the re-do option on exams?
              *What is that process?  How long do they have to complete the re-do?

Paper Headings:
               *How do you want students to head their papers each day?
               *With just a name? Name/Date?
               *Assignment name at the top?

Parent/Guardian Contact:
               *Do you have a system for parent/guardian contact?
               *Do you only want parents to call school or email you to connect or can they call your cell
                phone?
               *If they send notes from home with students, where do the kids put those?

Partner Work:
               *What does partner work look like and sound like in your room?
               *What do you need to teach so partner work is productive in your classroom?
               *Is there a place students can look to see if it is partner work time and what those
                 expectations are?

Pencils:
               *What does a student do if he/she needs a pencil?
               *What if it needs to be sharpened?
               *How do you collect borrowed pencils?

Phone:
                *What happens when the phone rings in your classroom? (Do 3 kids run to the phone? )
                *Do you have a specific student answer the phone, or can only you answer it?
                * HOW should they answer it for you?
                *Do students continue working or does everyone get silent?

Receiving Help:
               *How do kids ask for help in your room?
               *Are there things you want them to do before they ask you?
             
Seating:
              *How are kids seated in your room?
              *What do you want kids to do if they have a huge problem with their seat (for whatever
                 reason)?
              *Do you offer flexible seating? If so, when can they move around during class? How are
                 their seats chosen daily?

Small Group:
              *How do you want kids to work in small groups?
              *What does success and participation look like?
              *Is there anything you need to teach them so they can work in small groups successfully to
               meet your expectations?

Supplies:
             *What do students do if they need to get supplies other than a pencil?
             *What do students do when they need to clean-up/give supplies back during class?

Tissue:
             *What does a student do if they need a tissue?
             *Do you want them to step outside the room to use the tissue?

Trash:
            *What do kids do if they need to throw trash away?
            *Is it okay for them to get up and do it, or are they supposed to wait?
            *Or is there a bin by each table?

Uniforms/Dress Code:
            *What do you/ a student do if he/she is not in uniform/dress code in your class?
            *Is there a procedure for getting the student in uniform/dress code?

Water:
            *What if a student wants to go to the water fountain during class?
            * Do you allow closed water bottles in your class?  What if they need a refill?

Whole Class:
            *What should you teach for whole class instruction to be successful in your classroom?
            *What do the kids look like and sound like?

Visitors:
            *What do you do if a visitor comes to your room?
            *Does a particular student answer the door?
            *If someone is coming in for the lesson, do you have a student ambassador to greet them?
            *Or see if they’d like a copy of the assignment?
            *Or do you handle all knocks at the door and students are to continue with what they’re
             doing?

CREATING PROCEDURES:
Once you have thought through all of the procedures above (and I’m sure you even thought of others!) it is a good idea to commit your procedures to paper. When doing so, make sure your instructions are clear and concise (and maybe even in a numbered list format!) so they are easily understood by you and made so you can simply communicate them to students.  It's also a good idea to print out a final copy to place in your Substitute Information, so the sub knows how the class runs. (and you don't have to retype it each time!)

Again, each year I go through this process so I can fully reflect on each part of my classroom and make sure that my actions and my classroom environment are all geared to maximize student learning time and to build a culture of achievement in all students.

TEACHING PROCEDURES:
Just like a brilliantly written lesson plan, you have to now teach these procedures to your students over and over again! When teaching procedures you will have to go over them often, if not daily with many of them, until students get the hang of it. In the first few days of school, you should be teaching procedures (explaining, modeling, practicing, etc.) as they come up in the classroom. Obviously simply going through the list and explaining to students what you want will not be enough.  You and the students will end up frustrated!

I’ve heard teachers say many times “You’re spending how long teaching procedures?” I always explain that in the long run, the time I spend at the beginning of the year helping students get them down will save a lot of valuable instructional time down the road.  It keeps me from going grey earlier!

I hope this list was helpful with thinking through your classroom procedures.  Should you have questions, share your comments, and I will do my best to help!  Have a WONDERFUL start to the new school year!

Biography . . . All About Me

Hi all !      

I'm Christy, and for the 2018-2019 school year,  I am going on my 11th year teaching.   I have taught Math most of my career, but have taught Language Arts and Science at times.

I live in Grand Prairie, TX - right between Dallas and Ft. Worth.  I have one son (22) who is grown and out of the house, so we are experiencing our first few years of "empty nesting."  (We are loving it, by the way!!)  My husband (Philip) and I have just celebrated our 16th anniversary in May.  Through those years, we have worked through an introduction to step-parenting for him, 2 rounds of Cancer for me (both before the age of 45), and just LIFE in general.  However, we have clung to our faith and each other to make it through the rough times, and we've stayed strong through it all!

As you will find through my posts, I teach a little differently than most who teach my grade level (6th).  In my neck of the woods, 6th grade is the "Intermediate" level, and treated more like Middle School, as it's the last year before they transition to that scary Middle School!  At this level not many teachers use learning zones (stations/centers).  However, I do - yes, still!  I also incorporate a "flipped classroom" and "flexible seating."   Put all this together, and my room tends to be like no other. The kids LOVE it, I LOVE it, and we have had many years of success with it.   "If it ain't broken, don't fix it."   Hence, the reason for my start of blogging. People are always asking, "How do you do ...." I figured this was the best way to get that question, and many more, answered.

Be patient with me, as this is my first attempt to blog and definitely my first attempt WHILE teaching, too!  I will do my best to keep up and post things that are relevant.  (If you have any ideas for me to chime in on, by all means - let me know!  I can do my best!)

I hope this site is helpful for you!

*Christy