Super helpful! Hardly anyone talks about the components of the mini-lesson. I needed this. I do not like my math series but maybe I can use it as a jumping off point.
Just catching up on all these videos after finding an ad on Facebook. These are very similar to after 23 years of teaching have been things I have wanted to do. Then life happens and other things take a change in that wonderful world of centers. This year I had a student who couldn't read (no school for 3 years). I then through reading centers out because I spent that time with him and then kids were on devices to review skills within online curriculum activities. However, our math is filled with word problems which are hard to implement into a center. Now I know I am only on video 2 and I might figure something out later and can just review certain skills, but for my first two units I can see a center or small group helpful for those struggling-but I would teach whole group, then they would do the questions in their books (together/alone/etc) then we would check them and they'd come to me if they had questions, because I was also working with that one student in his 'grade level;-first grade math skills (or tried). Then we had specials (RSP/RTI) etc all at different times so finding the chunks of time to make a schedule that would work for everyone to be in the same room was difficult. We only teach from 8:15-2:12 and had one 15 min recess and a 45 min lunch. I change my schedule so much through the year to get things done its ridiculous. So I guess after that long winded info I am trying to see how you can incorporate math skills an strategies more when it comes to all the word problem solving lessons. Plus I don't have time to create ideas and am grateful you have done that with so many subjects. So thank you.
I just bought the centers and I’m excited to use it. What if our curriculum does not match the center like Everyday Math? Will this still work? It jumps from topic to topic.
I love this model! I have been trying to implement this very thing into my classroom, but kind of blindly! Is this what math would look like every day?
when you are only meeting with 2 of your 4 groups each day, how do you get to the rest of the lesson? Do you break a lesson up into two days or do you work with your two groups on that days lesson and then with your other 2 groups on the next days lesson? How do you break up your groups? Are they mixed levels or do you have it low mid and high?
Rachel, I had the same question and I think she answered it in Natalie's response below. I think you meet with each group each day. 15-20 min for the mini-lesson and then 10-15 with each group = 80 min tops, 55 at the least.
That's a great question! You may need to adjust your mini-lessons and time to incorporate lessons for both grade levels depending on the amount of time you have for math each day. You could alternate days when you teach a mini-lesson to one grade while the other grade is working on independent centers. Having a split class is tricky!
Hi there! So I gave things a whirl. Luckily both grades benefited from what the lower one was doing (measurement habits) so it worked well. The older ones (my 3s) are tackling perimeter this week, so I will likely apply the same ideas, but expand on it for them.
I think I accidentally disliked the video trying to click on your channel link. 😣 I just wanted to let you know that I love this video! As a new teacher, I am really into small group work but am having trouble applying it.
Super helpful! Hardly anyone talks about the components of the mini-lesson. I needed this. I do not like my math series but maybe I can use it as a jumping off point.
Just catching up on all these videos after finding an ad on Facebook. These are very similar to after 23 years of teaching have been things I have wanted to do. Then life happens and other things take a change in that wonderful world of centers. This year I had a student who couldn't read (no school for 3 years). I then through reading centers out because I spent that time with him and then kids were on devices to review skills within online curriculum activities. However, our math is filled with word problems which are hard to implement into a center. Now I know I am only on video 2 and I might figure something out later and can just review certain skills, but for my first two units I can see a center or small group helpful for those struggling-but I would teach whole group, then they would do the questions in their books (together/alone/etc) then we would check them and they'd come to me if they had questions, because I was also working with that one student in his 'grade level;-first grade math skills (or tried). Then we had specials (RSP/RTI) etc all at different times so finding the chunks of time to make a schedule that would work for everyone to be in the same room was difficult. We only teach from 8:15-2:12 and had one 15 min recess and a 45 min lunch. I change my schedule so much through the year to get things done its ridiculous. So I guess after that long winded info I am trying to see how you can incorporate math skills an strategies more when it comes to all the word problem solving lessons. Plus I don't have time to create ideas and am grateful you have done that with so many subjects. So thank you.
We are so glad you found our channel! 💛💛
Thank you for the wonderful short math training sessions.
Thank you - this was really well explained.
It is much easier to teach in small groups I agree.
I just bought the centers and I’m excited to use it. What if our curriculum does not match the center like Everyday Math? Will this still work? It jumps from topic to topic.
❤
I love this model! I have been trying to implement this very thing into my classroom, but kind of blindly! Is this what math would look like every day?
Yes, except for test days.
when you are only meeting with 2 of your 4 groups each day, how do you get to the rest of the lesson? Do you break a lesson up into two days or do you work with your two groups on that days lesson and then with your other 2 groups on the next days lesson? How do you break up your groups? Are they mixed levels or do you have it low mid and high?
Rachel, I had the same question and I think she answered it in Natalie's response below. I think you meet with each group each day. 15-20 min for the mini-lesson and then 10-15 with each group = 80 min tops, 55 at the least.
How do we use this model for a split class?
That's a great question! You may need to adjust your mini-lessons and time to incorporate lessons for both grade levels depending on the amount of time you have for math each day. You could alternate days when you teach a mini-lesson to one grade while the other grade is working on independent centers. Having a split class is tricky!
Hi there!
So I gave things a whirl. Luckily both grades benefited from what the lower one was doing (measurement habits) so it worked well. The older ones (my 3s) are tackling perimeter this week, so I will likely apply the same ideas, but expand on it for them.
@@anitakay6722 That's fantastic! Thank you for sharing your success!
@@anitakay6722Hi, so do the students sit at the various stations while you are doing the mini lesson ?
I think I accidentally disliked the video trying to click on your channel link. 😣 I just wanted to let you know that I love this video! As a new teacher, I am really into small group work but am having trouble applying it.
You can click again in the symbol It disappears I guess