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