Digital Teaching Resources · Math Rotations · Personalized Learning · Uncategorized

Personalized Learning: Math Rotations

I have been trying to get my math lessons to be completely personalized for years.
(See previous posts one , two and three).

I’ve finally got a system in place that works for me.

  1. Give Pre-tests. I usually give the students 3-4 pre-tests at a time. (For example, Fractions standards 4.NSF.1, 4.NSF.2, and 4.NSF.3 all at once since they are related.) I will create them on Google Forms and attach the links in Google Classroom. I use Forms because they are graded for me. I also always include an a “?” answer and encourage my students to choose it if they don’t know the answer. Since it is a pre-test and not for a grade, they students understand that it is more helpful to choose the “?” than to randomly guess.test2
  2. I establish the stations. Some teachers do specific rotations, but I just give my students a list of things that need to be completed and the due date. It looks something like this:

During your math rotations from now (3/2) until  Wednesday (3/6) you must complete the following:

  • Time Goal on ALEKS
  • Math by yourself: Independent Practice – (Performance task sheets).
  • Math with a Partner – Error Analysis (upload video here)
  • Math with Me: either small group time,  Padlet time, or a math game (be sure to turn in evidence) 

My error analysis sheet looks like this:
((Learn more about how I use Error Analysis sheets and Doceri app for uploading math problems in a future blog post.))

error

3. I use the pre-test data. I write each standard on the board, and where the student
falls (level 3 = mastered standard, level 2= needs some assistance, level 1= needs
more assistance/doesn’t understand. Students fill in their tracking sheet with the level
they started the unit. I then pull students from level 1 and 2 for small groups or
independent help.

img_0179

My level 3 students are either working to become level 4 (going above state
standard) or are working on another standard ahead of the class on the tracking
sheet. This is if they have completed the tasks listed above.

4. I let students post-test when they’re ready. Just like my error analysis Google
Doc, I have one for Pre-tests and Post-tests as well. When a student feels like they
have mastered the material, they can take a Post-Test. If they want to pre-test for
the next standard, they know where to find the sheet (on Google Classroom in the
About page). I added a paper calendar, too, where students initial when they take a              post-test, so I can make sure everyone is completing each standards.

5. I collect evidence. Once a week, they turn in their tracking sheet (via a Google
Doc) and any evidence (task cards, answer sheets, etc) to show they’ve done the
work they recorded on their tracking sheet.

 

 

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