Guest Post: Kristy Coletti

(Teacher led/Large group)

(8-10 min)

• Audio/Visual learning only
• Traditional “calling on” students
• Think time- dominant students may get called on more frequently, not allowing all students time to think and share their ideas
• Language dense problems do not allow access for all students
• Time constraints- not much time allotted for questions from class.

• Think-Pair-Share
• Present/Post the application problem in audio and visual on google classroom for reteach
• Manipulatives
• Graphic organizers that remind students of how to write a constructed response

(Teacher led/Large group) (12 min)

• Speed is rewarded
• Processing time
• Are we sending the message that faster is better?

• Games that help build fluency as an activity after the problem set is complete
• Choice of independent vs. group vs pair work for fluency
• Choice of games to practice fluency  (computer, dice, cards, etc)
• Fluency practice where students are not timed allow access for all students, regardless of their ability to regulate themselves

(Teacher led/ Large group) (30 min)

• Lacks multiple means of presentation for all types of learning styles
• Lots of teacher talk, hard to maintain all students focus
• Think time- dominant students may get called on more frequently, not allowing all students time to think and share their ideas
• Language dense problems do not allow access for all students, especially when these problems are presented orally in a large group format.

• Video representation of different concepts in the concept development
• Access to highlighters to mark up the problems
• Provide copies of the concept development problems to students as the teacher works through them on the board
• Call on a variety of kids using a variety of different means
• Partner students up
• Zearn lessons

(Independent Work)

(20 min)

• Language dense word problems occupy 2/3 of each problem set.
• Students with reading struggles may struggle decoding words and their meanings.

• Small group as needed
• Use of manipulatives
• Access to graphic organizers
• Post problems around the room for students to work on in pairs, get up and move around
• Math workshop menu that cover the concepts covered in the problem set allow for student choice
• Check your problem set answer with a friend
• Make problem set word problems on index cards and have students choose  cards (offered in a box on the table) with problems to complete using Math Workshop
• Access to answer key

(Teacher led/Large group)

(10 min)

• Auditory presentation of teacher to student has many of the same barriers previously listed above.

• Students can take their own temperature on how they feel about the lesson for the day
• Students can share one thing they learned/ one part they still have a question about by writing it out rather than sharing it orally with the whole class

(Independent Work/3 min)

• Language dense problems
• Speed needed to complete before dismissal from class and onto next academic block

• Students can be given one problem rather than four to show what they know.
• Exit ticket could be given instead of homework, or homework used to assess their knowledge of a given lesson.