Math workshop is a slightly new concept for me to wrap my brain around, but it has been something I think I’ve been naturally falling toward for the last couple of years. About 5 years ago, our district was really trying to get teachers to use Math Stations. They even provided an awesome “make and take” workshop that helped you get everything ready. However, Math Stations had the same problems for me that Literacy Stations had…I was spending hours making and cleaning and setting up stations that the kids “played” with for 20 minutes. It just wasn’t working. Two years ago we started working with enVision Math Curriculum. It has a lot of peripheral material including centers, that are easily set up and differentiated. Still, I was having difficulty integrating this time into math. Maybe I was still irritated by the whole stations fiaso. Then last year, I went to yet another math training that involved, you guessed it, math “games” that integrate through stations. This one sealed the deal for me because I loved the activities. It was Kathy Richardson’s Developing Number Concepts. Never before have I felt that I truly understood how students were using math concepts developmentally, and I guess this new understanding drove me to try it again. So all year I gave it a go but the scheduling just wasn’t working. How do I fit it all in? There is Daily Problem Solving, Number of the Day activities, teaching the actual Math Lesson, student practice time, and of course my new center games that I wanted to use. What to do? Finally, one day while perusing Mrs. Newingham’s website I found her solution to Math Workshop and decided to give it a whirl.
I. love. it.
I spend the first 10 minutes covering what my kiddos call NOD/POD, which is Number of the Day and Problem of the Day. Then about 5 minutes reviewing yesterday’s learning and introducing briefly the topic of the day and maybe making connections in the learning. Then the workshop begins. There are 3 groups: Meet with Teacher, Independent Work, and Math Activity. Each group meets for 20 minutes and then switches. At the end of the workshop we gather together for 5 minutes to recap (this time may turn into math journaling eventually).
The beautiful part is that my groups are homogeneous, so I can differentiate my daily lesson to meet each group’s needs. Here is the group rotation:
- High Group– Independent Work first because they need little to no direction to complete this by themselves, then Math Activity to work with the game I have provided, the they Meet with Teacher for usually extension or challenge math lessons.
- Medium Group– Math Activity first because they have the reading skills to get started on the game independently, then Meet with Teacher so that I can give them their lesson, then to Independent Work to practice the skill I just taught them.
- Low Group– Meet with Teacher first because they cannot get started on anything else until it has been explicitly taught, then Independent Work where they work as a team to finish their work pages, then Math Activity to reward a job well done and solidify the learning.
There are three basic rules for Math Workshop:
- Stay in one spot.
- Work quietly.
- Work the whole time.
These rules work surprisingly well at keeping the kids with their group and away from me while I am at the Meet with Teacher table. Another thing that helps is encouraging that their group is a team and that they work as a team to solve problems because that is what math is about. It’s cheesy but it works!
Also in my ongoing quest for a 21st century classroom (and to keep myself on schedule), I created a timed powerpoint slideshow for Math Workshop. It starts at the beginning of the Math Workshop and runs the whole time. No more switching group signs or running overtime. I even timed my teacher mini-lesson because if I expect my students to finish their work in a specific amount of time each day, then I have to hold myself to the same standard.
Math Workshop Slideshow (pptx) (BTW, thanks Mom for the idea!)
Overall, my students are really thriving in the Math Workshop environment. I feel that I am able to meet all of their needs instead of jumping all over the room during math, trying to answer everyone’s questions. I always felt haggard after math, now I feel refreshed and downright giddy because of all the supercharged learning happening in the room!