For the next few weeks we are going to be highlighting Small Group Math Instruction. We are all aware of the importance of small group instruction for our students, but sometimes the logistics and time constraints can make it difficult to plan and execute these centers, stations, or rotations. Over the next few weeks, we are going to discuss why small groups are important, tips on how to make them work for you, a rotation schedule, planning, organizing, and a list of different activities that students can be working on during this time.
At our school, we have a designated time (about 30 minutes) each day to pull small groups for math. During this time, we are not allowed to teach any new contents because this is the time that Tier 3 students are receiving thier tiered instruction. Sometimes these students leave the room and other times the interventionist pushes into the classroom. During this time, I always work with a small group (my group changes each day) and the other students complete MEANINGFUL tasks that provide practice of a variety of different math skills.
Why Do I Teach Small Group Instruction?
- Small group time allows me to get to each student during the course of the week, and help enrich their math life.
- I am able to meet individual needs more specifically.
- Students are able to develop their math discussion and reasoning skills and teach each others.
- Everyone in a small group has to think and respond (even those who never raise their hand).
- It is easier to incorporate math manipulatives with a smaller group.
- Small group work helps to develop independence in students (reading and following directions, and applying skills learned in class).
- I am able to pre-teach and review skills with students.
Tips for Running Small Groups During Math
There are so many things that will help you when you set out to use small groups during your math time. Here are a few things to consider:
1.) Be consistent: Try to use the same system every day. By keeping the structure of your math small group time consistent, it will help your students understand what to do and how to work through challenges, struggles, and uncertainty.
2.) Post a schedule: I post the rotation schedule on my computer and project it on the white board at the front of the room for all eyes to see. This is a game changer! I can’t tell you how many times a student walks in late from an appointment or comes to school tardy. These students don’t have to interrupt my group to figure out what to do, they just look up on the board and since they are already familiar with how things work, they can get to work without even asking.
3.) Location, location, location: One thing I find helpful is to have a designated space for each center. In my classroom, I sit in the same spot every day. For example, problem solving is always at the back table, fact fluency materials are always on the tall table, and so on… This also helps with independence and fewer interruptions. Students look at the board, see where they are on the chart, and head right to where they need to go.
4.) Storage: Keep it simple. I have one plastic bin that I put all of the materials needed for math centers in. Each week, I swap out what needs to be changed and it’s ready to go. At the end of center time, I have students collect their materials and put them in the bin. This makes it really easy for me to quickly move on to the next thing I need to teach.
5.) Teacher Group: I like to use the I Do, We Do, You Do at my table for most of my groups. This method works well and allows students to have some scaffolding and then some independence to work through skills on their own. I have been in classrooms where the “work with the teacher” group is 100% teacher lead and the students complete the entire task without really having to think on their own. Requiring students to think on their own is VITAL to helping them become more successful in math. You must be acutely aware of allowing independent thinking and letting them struggle a bit. A healthy struggle and application of skills helps the skills stick.
6.) Have a Plan: Have a plan for each group that you see. I have a folder for each group and as the week progresses I take any corrected papers that need to be addressed in these folders. I also like to look at what each group needs. For some groups I know that I am going to pre-teach an upcoming skill. For some groups I know that I need to give them extra practice on what we have been working on. One group I will need to provide some extended challenge. I have students use white boards, markers, and erasers to work their way quickly through some practice. I have manipulatives easily accessible at my station.
6.) Don’t Flex on Expectations: In order to have small group run smoothly, you must have expectations that you stick to. After you get into the swing of things, you cannot keep stopping your group to give 100 reminders. In my classroom, students know what the expectations are. They know that small group time is a “working time” and that it is an opportunity and a privilege. If they do not use their time effectively, they will receive a consequence. Students are removed from their group and then have to work on book-work independently at their desk. I RARELY have to do this because the expectations are so clear. When I’ve done this in the past, the student typically remembers that I mean what I say and the next time their behavior is greatly improved.
7.) No Interruptions: I explain each center at the start of he rotation (as needed). I also include a “direction sheet” where necessary. I post the options for students who finish. This means that, except for an emergency, there is really no need to interrupt. I try so hard to stick to this. I continue to teach my group and truly ignore anyone standing next to my table trying to get my attention. All it takes (typically) is a few minutes of ignoring and off they go talk to a group member for help or they figure it out on their own.
We hope these tips have been helpful. Be sure to check in next week when we will share a FREEBIE of our rotation schedule and some ideas on what you can offer at each station. In a few weeks we will be talking about what students do when they are done and how to limit the copying and correcting.
Have a great week!
~Heather & Stefanie
