Classroom Structures

Workshop

Workshop is a way to structure class time that gives students the bulk of time to do the work of learning. The structure is composed of three parts: a mini-lesson, student work time and a debrief. Teachers limit the amount of their talk time to 1/4 of the instructional time. Inside the workshop, there are several structures in which a teacher plans for student learning. (Bennett, 2007)

Establish Routines

Teachers model and implement routines for the workshop schedule. Students will practice the components. Teachers and students will utilize timers and cues to optimize time on task. Students will develop an understanding of what to do: how to work in workstations, how to read task cards, how to transition between workstations, and how to communicate with peers and teacher. Anchor charts will be created/provided/posted to model procedures, strategies, content, social skills, and rules/class norms.

Opening

Energizers

Energizers are strategy focused. Students have an opportunity in small or whole groups to explore

Fluency Routines

Teacher asks questions that focus on understanding and thinking.

Number/Math Talks

Teacher presents the problem. Students discuss number relationships and structures using a variety of operations using a number. Students discuss the way that they look at problems, the strategies to solve problems and the most efficient methods.Five to fifteen minutes in length, number/math talks provide opportunities for students to develop computational fluency and build mental math capacities. Number talks should be 2-3 times a week and primary grades should subitize daily. Students develop fluency (speed, accuracy, flexibility, and efficiency).

Problem of the Day

Students develop flexibility while performing a variety of operations. Students may illustrate with a model or tell a story about the problem. Two to three minutes in length, problem of the day provides opportunities for students to develop computational fluency.

Mini-lesson

Teacher provides direct instruction to model a skill, concept, strategy and/or specific behaviors in the math workshop. All students receive on grade level, standards based instruction. A variety of teaching formats are used such as direct instruction, videos, interactive lectures, discussion, and small groups.

Student Work Period

Guided Math

Typically a teacher works with a small group of students who are at the same level to develop problem solving behaviors or a group of students who need a common strategy to support their reading. An emphasis is placed on guided practice and checking for understanding throughout the unit.

Math Workstations

Students work individually or in small groups to complete tasks designed for both on and off grade level support. Students may track their progress in an artifact folder or math journal. Workstations may include manipulatives. Teachers may join a group or may pull students for guided math work during workstation time.

Interviews/Conferring

Teacher confers with individual students and/or groups of students to learn about their thinking and provide next steps.

Debrief

Sharing

Students lead the discussion to share their thinking which may have been recorded in a math journal or on a whiteboard. Teachers may incorporate a share chair for students to share with the entire class.

Journaling

Students may share their thinking in a math journal including showing their work, writing about how they solved a problem, writing the standard algorithm for a word problem or converting the standard algorithm into a word problem.

Reflections

Students may complete an exit ticket or writing prompt.

Lancaster County School District

Mathematics

Mathematics Guide

Mathematics Beliefs

LCSD Math Instruction

Explicit Expectations for Mathematics Instruction

Instructional Practices

LCSD Teacher Resources

Ryan Jones