Math Work Stations Chapter 3

Debbie Diller’s Math Work Stations Chapter 3

Managing Stations

Previously my math stations were not assigned. I would let students choose which station activity they wanted to do with their partner. While they were grouped with a similar ability student they did not always choose an appropriate activity for their level. For example two of my higher level students always wanted to work on a lower level math activity just because it had a sports theme and the two boys loved sports. The area I want to work on the most this next year is differentiating my stations which is why I have decided to change up my rotation board and assign specific stations.

My previous station board:

 My new design:

The Shapes that you see are my attempt at differentiating my stations. I have often used the code of circle = low, Triangle= med. low, Square/rectangle = med. high, and Pentagon = high.

The way I remember this code is the lowest number of sides a shape has the lower the ability level. The kids haven't figured out this code yet and they know which activity to go to. 

Math Talk Cards: It is so in my nature to create a cute little card that already has all of the vocabulary students will use but, I am refraining from doing so. I may need to go back and reread chapter 3 again and again each time I want to create them ahead of time!! I will let students be involved in the creation of Math Talk Cards!!!

Missing Pieces Box: I have never had one of these but have had the need for one. I am always sticking pieces of things kids hand me in weird spaces. I then look around frantically later wondering where that piece is. How simple to have a box nearby for students to place things they find and then recover things they previously lost.

I can charts:

I really like the idea of I can charts and will definitely implement this next year. I am thinking of having a folder slide into my center briefcases which will contain an I can chart on the front and any necessary papers/rubrics inside.

Students who are off task:

I like the idea of always keeping an extra chair available at my table for students who are off task. I have had students sit at my table for off task behavior before but, it hasn’t been a consistent thing. I am thinking that keeping this consistent and announcing the procedure from the beginning will be a great strategy.