Using the Math Stations strategy to
meet student needs…
Background
based on the work of Carol Ann Tomlinson
• Centers are areas in
the classroom where
students refine a skill
or extend a concept
• Writing center
• Anchor activity center
• Multiple Intelligences
• Stations are different
places in the
classroom where
students work on tasks
simultaneously, and
whose activities are
linked
There are 4 stations:
Essential question and indicators
TEACHER'S STATION
dir ect instruction
constructivist
PROOF PLACE
use manipulatives/drawings
to explain and defend
PRACTICE PLAZA
repit it ion
practice a skil
THE SHOP
apply skil s to new sit uations
fix mistakes for Mr. Fuddle
What would the math block look like?
• Whole class warm-up
• Whole class warm-up
• Review station assignments
made based on pre-assessment
• On grade level focus lesson for most of
the class
• Pull a group to the teacher’s
station for a structured focus
lesson.
• Above grade level students work on an
anchor
• Other students work at their
stations. You move around to
monitor their progress when
students at the teacher’s station
are working in pairs or
independently.
• Whole class closure activity.
• After focus lesson, students refine their
understanding at a specific station or
through an anchor activity
• Above grade level students receive their
focus lesson at the teacher’s station.
• Whole class closure activity.
Preparation
• Use pre-assessment
data to determine
which indicators your
students need to cover.
• Collect tasks from
your textbook
resource, IG
supplemental
resources, and your
own “files.”
Teacher’s Station
• IG Focus Lessons
• Review lesson
• Accelerated pathway
lesson
• More guidance for on
grade level students
• Addressing individual
needs
Proof Place
• Super Source tasks
that have been
modeled (whole class
focus lesson or
Teacher’s Station)
• 20 Thinking Questions
• Puddle Questions
• Groundworks
Practice Plaza
• EDM “Math Boxes”
• Harcourt workbook
sheets
• IG independent
practice
• Old files!
The Shop
• Use pre-assessment or
formative assessment
data/errors as tasks.
• Summarize
• Write letters to Mr.
Fuddle to explain
errors in his thinking.
Management
• Remember - “Math Stations” is a strategy
for differentiating instruction. Students
only need to go to stations that will help
them in mastering the indicator.
• Have an anchor activity center already in
place for students who finish their station
work, or who don’t need to work at a station
that day.
Management continued…
• Students do not move from station to station in a
round-robin style. You determine which station
and when!
• Build in time at the TS for you to circulate.
• Spend a week modeling the type of work found at,
and the expectations for each station.
• Collaborate with your team to develop tasks for
review, practice, and enrichment.
Trying it out…
think BIG-start small
• Call EII for help at
your school! (Gail,
Melanie, or Kristi 301-279-3163)
• Don’t worry about
perfection.
• Try one station at a
time.
• Use stations only
when the strategy will
help you differentiate
your instructions. Not
all units work!
• Model, model, model
60 Minute Instructional Block: Day 1
28 students in a
heterogeneous class
Pre- assessment
data show that
14 ready for “required” = group
A
7 need “required + review” = B
7 ready for “acceleration” = C
Warmup
5 min.
Everyone participates
25 min.
A and B do “required” focus
lesson with teacher; C works on
anchor
Instruction, Part 2
25 min.
C does “accelerated” focus
lesson with teacher; A @ Proof
Place; B @ Practice Plaza
Closure
5 min.
Everyone participates in an
Exit Card
Instruction, Part 1
60 Minute Instructional Block: Day 2
28 students in a
heterogeneous class
Exit cards
show that
two B’s “got it;” five B’s
didn’t
one C and five A’s need help
with “required” concepts
A=9+2; B=7-2; C=7-1;
D(mix)=1+5
Warmup
5 min.
Everyone participates
25 min.
B’s work with teacher
A’s and C’s @ Practice Plaza
D’s @ The Shop
25 min.
D’s work with teacher
B’s @ The Shop
C’s@ Proof Place
A’s work on Anchor Activity
5 min.
Everyone participates
in journal writing
Instruction, Part 1
Instruction, Part 2
Closure