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
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)
Shared Math Instruction:
an instructional practice in which the teacher explains math concepts, expressions, or equations aloud and interacts with the students.
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
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
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.
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, orvocabulary
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 (e.g. notes, conference logs, students goals)
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)
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)
Intentional Independent Math:
is providing regular opportunities for students to apply concepts, skills, and strategies that the teacher has taught during previous instruction.