Math+Instruction+Continuum


 * Maybe we could name it the Gradual Release __Math__ Continuum (based on the Literacy Model)?**

Instructional Model Implementation Continuum Math (Draft) // Hammond //// Elementary Technology Rich Classrooms Grant team 2009-2010 //

** Modeled Math Instruction : ** an instructional practice in which the teacher verbally models a math concept, skill or strategy, to the students ** Shared Math Instruction : ** an instructional practice in which the teacher explains math concepts, expressions, or equations aloud and interacts with the students. ** Guided Math : **// (small groups) // an instructional practice in which the teacher re-teach or reinforce a specific concept, skill, or strategy with a group of students who have similar needs. (e.g. notes, conference logs, students goals) || **
 * Teacher **shares & refers to purpose** of the lesson (e.g. essential question, kid-friendly objectives) ||
 * Teacher **uses mentor representations** to **demonstrate** concept, skill, strategy or language connection (e.g. manipulatives, pictures, mathematical text, real world examples) ||
 * Mentor text is **relevant to teaching point** & may lend itself to **cultural connections** when possible ||
 * Lesson is **supported visually** (e.g. charts, word walls, realia, manipulatives, etc.) ||
 * Teacher builds on **students background knowledge** (schema) ||
 * Teacher **models fluent mathematical thinking** ||
 * Teacher uses **‘Think Alouds’** and **‘I’ statements** to engage students in higher-order thinking skills ||
 * Teacher **checks for understanding** (e.g. think-pair-share, physical responses, stand up-pair up,) ||
 * Students are **purposefully listening** and **engaged** ||
 * Teacher **sets clear expectations** for students **//use//** of concept, skill or strategy during IIM (Intentional Independent Math) ||
 * Written math materials are **visually available** to both teacher and students ||
 * Teacher **solves problem** as students follow along ||
 * Teacher shares and **identifies the focus** of the lesson ||
 * Teacher **demonstrates** concepts, skills, and/or strategies, (e.g. vocabulary, mathematical thinking, hands-on learning, problem solving, locating relevant information) ||
 * Students **actively respond** and **share prior knowledge** related to the topic ||
 * ** Students solve ** parts or all of problem **aloud** with guidance ||
 * Students **actively participate** and **share the responsibility of mathematical thinking** while teacher interacts with students (e.g. cueing, questioning, prompting, clarifying) ||
 * Teacher **checks for understanding** and **adjusts instruction** as needed ||
 * Students work in **groups of 6 or less** ||
 * Students grouped **based on proficiency levels** (concept, skill, strategy __or__ language) ||
 * Teacher selects materials and resources **appropriate for groups** needs ||
 * Teacher reviews or revisits a concept, skill, strategy or math objective **previously introduced** ||
 * Teacher **introduces math concept, topic, or** ** vocabulary ** ||
 * Students are working on appropriate level math **at their pace** (e.g. silently or pairs, etc.) ||
 * Students are **consciously applying a skill or strategy** with teacher direction ||
 * Students may engage in **familiar repeated practice** of a math concept ||
 * Teacher monitors & supports **using cues, prompts & questions** (what tools can you use?, etc.) ||
 * Teacher directs students to **apply learning** during IIM ||
 * Teacher **records information** regarding student progress during guided math instruction

Intentional Independent Math : ** is providing regular opportunities for students to apply concepts, skills, and strategies that the teacher has taught during previous instruction.
 * Students select a **variety of materials to work with** based on interest, purpose, level, and topic. ||
 * Teacher **monitors appropriate use of resources** ||
 * Students **engage** in **exploration** of concept, (may be **repeated practice** of concepts, skills, or strategies previously introduced in shared or guided groups) ||
 * Students **practice (individually or collaboratively)** applying what they have previously been taught ||
 * Students practice **building stamina** & **self-management** ||
 * Students **demonstrate application** in an observable way (e.g. conferring, written mathematical responses, group work, word study) ||
 * Teacher **confers** with students, **assesses** students & **meets** with small groups ||
 * Teacher facilitates **community sharing** of students use of skills, strategies (closure, class discussion, reporting) ||