Scenarios for The Math Workshop

Scenario 1 Center-based Classroom
Scenario 2 Balancing Whole Class Instruction and Small Group Instruction
Scenario 3 Enriching Whole Class Instruction

The Math Workshop was designed to be as flexible as possible in any type of classroom situation. It is a supplemental program that can fit into type of mathematics classroom, giving the teacher flexibility to use it in many different ways. The following scenarios describe teachers that have incorporated The Math Workshop into their classrooms. The descriptions are designed to help understand the many ways that teachers can be successful in implementing The Math Workshop.

Scenario 1: Roxanne Dent
Center-based Classroom

Overview
Roxanne Dent is a second grade teacher and former multiage teacher. Most of her math instruction occurs in small groups based on students’ individual needs. The math block in Roxanne’s classroom is set-up into four independent centers: CGI (Cognitively Guided Instruction), Computer, Math Book, and The Math Workshop. The students are heterogeneously grouped in four groups. Each group goes to one center each day, therefore participating in all four centers over four days, Monday through Thursday. All four centers are designed to be independent centers in order for Roxanne to pull small groups of students needing direct instruction on difficult concepts.

The Centers
During CGI center, students are working on solving various problem types based on the CGI model of Carpenter and Fennema (see Additional Resources). Roxanne selects a problem type each week. Every problem type offers four or five number set choices for the student to choose from. Using self-selected manipulatives and strategies, the students solve the CGI problem. They explain their thinking using pictures or conceptual models and words. Finally, they try to formulate a number sentence for their solution. One or two students are usually chosen at the end of the math block to share their strategy on the white board or overhead. The goal of CGI is to allow students to build and articulate their own problem solving strategies at their developmental level.

While at the computer center, students work on a variety of tasks and math activities on the computer. For example, one week they may use their graph created during The Math Workshop to create a chart in Excel. Another week, students may explore and practice math concepts on websites that Roxanne has saved on a launch page. Another week they may have a math related problem to solve on a webquest. The goal in the computer center is to have students working on math related concepts using technology.

In Roxanne’s district, they are also expected to use the district purchased textbook. At the math book center, students work on the textbook, but at their own pace and developmental level. The textbook pre-test is administered to the students, and then an assignment list based on their individual pre-test is given to them in their math folder. Students work on their assigned pages in which they need practice on. After completing the assigned pages, a post-test of the chapter is taken. Roxanne then determines if the student needs additional practice or should move on to the next chapter for the next concept. This process for each chapter is continued throughout the school year for each student. The goal of the Math Book center is to have students practice traditional math book concepts without the pressure of “moving on” before they are ready.

The Math Workshop is the final center during Roxanne’s math block. Students are guided through the first rotation as a whole class so they can be accustomed to the procedures of each strand’s activities. This guided rotation takes two to three weeks, depending on how many activities are completed per day. After being taught how to do the first rotation, students at this center choose their own activity for subsequent rotations. Students typically finish two to three activities each day they are assigned The Math Workshop. They should complete a whole rotation worth of activities in three or four weeks. The goal of The Math Workshop center is to provide students with repeated practice of difficult math concepts while using manipulatives.

Teacher’s Role
The math block in Roxanne’s class begins with a short, five to ten minute, whole-group mini-lesson. Mini-lessons are centered on district curriculum maps and quarterly assessed concepts. For example, in first quarter, the lessons focus on place value, number operations, addition and subtraction since those are the topics on the curriculum maps.

Small groups are pulled during the students’ independent work in the four centers. Based on book pre-tests, observations, and student work, Roxanne groups students accordingly by need. The groups are flexible; changing as often as the students’ needs change.

Keeping Track
In Roxanne’s class, each student has a 2 pocket, 3-prong math folder. The folder holds their Math Book assignment list, student resources from The Math Workshop, a checklist of their current Math Workshop assignments, a multiplication table, and unfinished work. Students use the folders daily to help guide them on where they should be in The Math Workshop and which page they should be doing in their Math Book. Roxanne updates their Math Workshop assignment list weekly as they are turned in and graded.

Scenario 2: Tammy House
Balancing Whole Class Instruction with Small Group Instruction

Overview
Tammy House teaches 3rd grade, and has looped with her class since she taught them as first graders. In Tammy’s room, a curriculum map provided by the district outlines performance objectives that students are expected to meet at the end of each quarter. These skills are assessed each quarter by a multiple choice assessment, again, provided by the district. Tammy looks to this curriculum map to help focus her instruction. With a spreadsheet that lists all skills that are “on deck” for each quarter, she keeps ongoing records that group students according to their proficiency of each performance objective. She meets the needs of her students by having an hour long daily math time. Mondays and Wednesdays are reserved for whole class instruction where she teaches new ideas and concepts. On Tuesdays and Thursdays small groups complete assigned work at various learning stations where students practice skills at their instructional levels. Fridays are reserved for enrichment and special engagements. Following is a closer look at these times, describing the differences in the management, teaching priority, and instruction levels.

Whole Class Instruction
Mondays and Wednesdays Tammy introduces new skills, re-teaches skills that the class is struggling with, or conducts whole class assessments and/or practice. Most of the time objectives are taken from the curriculum map that Tammy knows has not been covered. Other times the objectives are skills that have already been taught, but through observation and on-the-spot assessments, proves to need further instruction. On these days, the same type of work is given to all students regardless of their level. There are always some students who may not need instruction on the given topic because their developmental level is more advanced. As with any classroom there are also some students whose developmental level is delayed, and they are being pushed to try to understand new instruction. Tammy is comfortable with having them work with the rest of the students on the whole class instruction days because she knows that these groups of students will be working at their instructional levels on the alternating days during small groups. The type of work the students practice on days with whole class instruction is consistent with the type of objective, ranging from skill work development by assigning pages from the adopted text book, problem solving to showcase a strategy, to hands-on activities to develop understanding using The Math Workshop or Marilyn Burns type activities. Regardless of the type of work, the goal is to raise the understanding of all students to a similar level in relation to a specific skill or performance objective.

Teacher Role during Whole Class Instruction
Providing clear instruction and maintaining student engagement is Tammy’s primary role during the lesson. Assessing the students work directly after the exercise is almost equally important. To maintain her flexible planning schedule, she must be assessing how her students did and prepare notes for who she wants to pull during small groups the following day.

Group Work
On Tuesdays and Thursdays Tammy has 4 stations set up in her room. The stations include: problem solving, computer, Math Workshop, and book work. Here is a closer look at what she expects of them at each station:

• Problem Solving- At this station, students work on problem solving. The materials are drawn from the “Problem of the Day” from the text book series, Carpenter and Fennema’s Cognitively Guided Instruction model of solving word problems, or the “Daily Math” series. The goal at this center is to have students engage in solving problems where they can come up with their own strategies. Tammy has the students share their strategies at the end of the math period in a whole class meeting.
• Book Work- At this station, students work on pages assigned from their text book. Tammy has prepared a table that lists important book assignments that are aligned to the skills that are tested for each chapter. Using the text’s chapter tests, she pretests each student, and only assigns pages from the book that the student needs to practice within that chapter. If a student passes a test with minimal errors, they go on the next chapter. She aligns the chapters of the book with her curriculum map so that the students are receiving instruction on the whole class days for the concepts they are practicing at this center. Students who are working in an alternate chapter are pulled in small groups for instruction on Tuesdays and Thursdays. The goal at this center is to have students practicing basic skills that are developmentally appropriate.
• Math Workshop- This station consists of the enclosed package. Tammy has the 2nd, 3rd and 4th grade packages for her classroom. She color codes the assignments so all the 2nd grade work is copied on yellow paper, the 3rd grade on white, and the 4th grade on green. All three colors are put into folders stapled to the wall according to the strand of math (Algebra, Calendar, etc.) Students know what color they are to choose when going to this center. Students are able to choose which assignments that need to be completed. The expectation is that all of the assignments be completed at the end of four weeks. Another expectation is that students are to attempt two assignments from The Math Workshop when at this station. Students have a record of what assignments have been completed in their Math Notebooks. The goal at this station is to have students reviewing all conceptual skills at a developmentally appropriate level.
• Computer- At this station, Tammy, has technology rich engagements for the students to complete. The engagements change every 3 to 4 weeks. The goal at this station is to have students working on math related concepts through the use of technology.

Teacher Role during Group Work
Tammy has the students come together as a class for a mini-lesson before students get started on station work. The mini-lesson ranges in topic from reminders regarding management issues, sharing a strategy from a student’s work sample from a previous day, or to remind students of the skill being learned the day before in whole class instruction. After the mini-lesson, the class is sent to stations to work. The management for this is set up with regular groups and a posted rotation schedule. This reduces the need for questions from the students regarding where to go or what to do. Students go to one station each work period. Tammy does not assign herself a center, and pulls students from the station they are assigned to when she is ready to work with them. She pulls students based on evaluation of class records and observations, (including the performance-objectives-grid based on the curriculum map.) The number of students she pulls ranges from one to six. She works with these students who need remediation for as long as necessary and sends them back to their station when finished. As she works with students, she then makes notes of strengths and determines needs by observing how they do with the instruction she provides. She also looks at how efficiently they complete work. When she assesses the work that was completed during the independent stations, she also makes note of what skills students are lacking to help direct her instruction for the entire class.

Management
With the various types of work the students complete in math in one week, a consistent management tool is necessary. Tammy provides each student with a two pocket folder with metal clips in the center. One pocket holds incomplete work from the student. The center clips holds the students’ resource pages for The Math Workshop, and the assigned book work page. Students use these pages every time they go to either center. Tammy also keeps copious notes on her students’ development using graphic organizers that list each student and the skills they have mastered. These graphic organizers also list each skill with the students’ names grouped by emerging, developing, proficient and fluent levels of understanding.

Scenario 3: Laura Mitteness
Enriching Whole Class Instruction

Overview
Laura is a sixth grade teacher currently using The Math Workshop as enrichment for her classroom. Laura focuses on concepts from her state standards and curriculum to begin instruction. To teach these concepts, Laura relies on the district adopted textbook, and other resources provided by her district to teach her whole group the same lesson. After assessing the needs of students in relation to the concept being taught, she will then remediate students who need extra practice and enrich students who have mastered the concept. The enrichment piece comes from The Math Workshop.

Whole Group Lesson
Following is what a typical math period would look like in Laura’s class. As the students begin math time, there is bell work or a sponge that students engage in. This work is generally to review concepts and is brief and independent. After bell work, the class quickly reviews and checks the bell work. Laura will then begin her lesson based on her long range plans. These plans are created by following the district curriculum map and planning with her grade level team. The students take notes and follow along in the text book or other resource while Laura is teaching.

After teaching, Laura models how to do the problems for the day, and assigns students the daily work. This model of teaching is based on the Gradual Release of Responsibility model (Pearson, 1983). As with any classroom, there are students who will understand the concept and work quickly to finish. There are also students who are struggling with the concept. These students work with Mrs. Mitteness to fine tune the areas of difficulty. The goal of this part of Laura’s day is to provide a teaching structure that will maximize learning for most of the students.

Independent Work Time
Early in the year, Laura set up the components found in The Math Workshop. She demonstrated to her students how to use the program independently by spending time teaching each of the twelve standards-based activities found in the program. After all twelve activities were demonstrated, the students are able to use The Math Workshop as an enrichment and with very little direction.

After a student has finished the work for the day, they are assigned to the place in the room that Laura has designated as The Math Workshop area. All the materials needed to work on the hands-on assignments are found here, and the students choose which activities to work with. Since there are twelve hands-on, highly motivating and challenging activities for each rotation of The Math Workshop, Laura can generally keep the same set of activities around for three to four weeks before moving to the next rotation. The Math Workshop has ten rotations with highly patterned and similar activities designed to challenge and reinforce concepts.

The goal of independent work time is to allow students who are finishing assignments early, an independent activity that correlates with concepts in the mathematics curriculum.

Keeping Track
Mrs. Mitteness checks the activities done each day with the answer keys provided and then marks off that activity for the student, or has the student correct the errors. Laura keeps a chart in The Math Workshop area marked with X’s when an activity is completed. The goal of this is to have the students keep track of which activities they need to be choosing for the day.

Teacher Role
This structure allows Laura the time needed during her class to meet with students on the concepts being taught. The students do not have any down time during math, and they are continuing to work on math concepts. This frees Laura to spend time working independently with students or in small groups. The goal of The Math Workshop is designed for students to be moving through the program independently, while still working on skills needed for grade level appropriate concepts, allowing the teacher the much needed time for remediation.