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.
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
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
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