#1stchat Archive

Weekly chat for excited 1st grade teachers who love to learn and share ideas. Participants are interested in a variety of topics including literacy, math, technology, play, inquiry, and being the best educators they can be!

Sunday October 28, 2018
8:00 PM EDT

  • MathCoachCorner Oct 28 @ 8:00 PM EDT
    Welcome to #1stchat! I'm Donna, and I'll be your guest moderator tonight. Please introduce yourself, tell where you are from, and if you are dressing up for Halloween this week. If you are, what is your costume?
  • lekadegroot - Moderator Oct 28 @ 8:01 PM EDT
    Hello, everyone! Leka from Iowa excited to chat with @MathCoachCorner & #1stchat peeps! I will be Pete the Cat!
  • laurarose1276 Oct 28 @ 8:02 PM EDT
    Laura, k-2 Math Coach in CT. Kids picked Rey from Star Wars for me but if the Sox win it all I’m going as a #redsox player! #1stchat
  • valruckes - Moderator Oct 28 @ 8:03 PM EDT
    Happy Sunday! I'm Val from Michigan and I'm happy to have @MathCoachCorner as our guest-moderator tonight. I'm dressing up as a "Super Teacher". #1stchat
  • dynamo30us Oct 28 @ 8:04 PM EDT
    #1stchat I'm Dina, a principal in Charlotte, NC. Handing out candy with the doggy pumpkin!
    In reply to @MathCoachCorner
  • misspenniston Oct 28 @ 8:05 PM EDT
    Jenn, K/1 looping teacher in MO. #1stchat
  • MathCoachCorner Oct 28 @ 8:05 PM EDT
    GREAT costume, even though they beat my Astros. Are you multi-tasking tonight? #1stchat
    In reply to @laurarose1276
  • MathCoachCorner Oct 28 @ 8:06 PM EDT
    Q1 What has been your experience with math workstations, trick or treat? Explain. #1stchat
  • Woods1stgrade Oct 28 @ 8:06 PM EDT
    Traci from Kansas here, not sure what my team is yet for Halloween. #1stchat
  • GtanakaTanaka Oct 28 @ 8:06 PM EDT
    Georgina from SoCal, excited for tonight Chat #1stchat
  • valruckes - Moderator Oct 28 @ 8:06 PM EDT
    Q1 is on deck! #1stchat
  • tjggmueller Oct 28 @ 8:06 PM EDT
    Tammi from Iowa here. Eager to learn from others about math workstations. #1stchat
  • mrsmurphy95 Oct 28 @ 8:06 PM EDT
    I’m Kim from Texas. Ran across this chat, while doing some online professional development. I’m going to be a friendly pumpkin for Halloween 🎃 #1stchat
  • MathCoachCorner Oct 28 @ 8:07 PM EDT
    A1 Treat! As a classroom teacher, small group instruction and math workshop was the only way I found to effectively meet the needs of all my kids. Yes, it was a learning process, but well work the effort! As a coach, I have worked with teachers who now swear by it! #1stchat
  • lekadegroot - Moderator Oct 28 @ 8:07 PM EDT
    A1 I like math stations since I can provide some choices, reviews, & opportunities for students to work together while I meet with small groups of students. #1stchat
  • mathinaction Oct 28 @ 8:07 PM EDT
    #1stchat - I am Amy Henderson, Math Coordinator in Baytown, TX. I will be going with my son to trick-or-treat but won't be dressing up.
    In reply to @MathCoachCorner
  • ADoyalTX Oct 28 @ 8:08 PM EDT
    Hello #1stchat !! Alex, 4th grade T from Houston! Excited to be here!
  • MathCoachCorner Oct 28 @ 8:08 PM EDT
    Search on #1stchat hastag and follow along. If you want to respond, just be sure to use #1stchat in your response. Welcome!
    In reply to @dynamo30us
  • misspenniston Oct 28 @ 8:08 PM EDT
    I just started math work stations and at first it felt like a trick. Now that my kids are starting to settle in, I can tell that it’s gonna be a treat! #1stchat
  • MathCoachCorner Oct 28 @ 8:08 PM EDT
    Such a common experience! #1stchat
    In reply to @misspenniston
  • tjggmueller Oct 28 @ 8:08 PM EDT
    A1: Math Workstations= UGH! I have tried in past and failed miserably. This year I am using Guided Math by Regan Tunstall and it is going slightly better, but I need more guidance. #1stchat
  • valruckes - Moderator Oct 28 @ 8:08 PM EDT
    A1 A treat! I prefer to teach math in small groups. My students enjoy doing math rotation groups in our classroom. #1stchat
  • ADoyalTX Oct 28 @ 8:09 PM EDT
    A1: TREAT! I’ve had so much support from colleagues setting up math stations and relying on their previous experiences to make them work for my kids #1stchat
  • tjggmueller Oct 28 @ 8:09 PM EDT
    Same costume here-I needed something easy this year as time is running out!! #1stchat
    • mrsmurphy95 Oct 28 @ 8:06 PM EDT
      I’m Kim from Texas. Ran across this chat, while doing some online professional development. I’m going to be a friendly pumpkin for Halloween 🎃 #1stchat
  • MathCoachCorner Oct 28 @ 8:10 PM EDT
    RT Q1 What has been your experience with math workstations, trick or treat? Explain. #1stchat
  • MathCoachCorner Oct 28 @ 8:10 PM EDT
    You have to find your own system. I recommend looking at several different resources and cobbling together a system that works for you. #1stchat https://t.co/Yw3kekbrro
    In reply to @tjggmueller
  • GtanakaTanaka Oct 28 @ 8:10 PM EDT
    A1: I like math stations b/c I get to work with Ss in small groups while others are building math skills at stations #1stchat
  • MathCoachCorner Oct 28 @ 8:10 PM EDT
    Exactly! It's a win/win! #1stchat
    In reply to @GtanakaTanaka
  • ECarrasquillo72 Oct 28 @ 8:10 PM EDT
    #1stchat Hi Evelyn I teach HS Math in NC
  • mathinaction Oct 28 @ 8:10 PM EDT
    I have seen tricks and treats with math workstations. The task has much to do with this in my opinion. #1stchat
  • MathCoachCorner Oct 28 @ 8:10 PM EDT
    Wow! That's awesome. #1stchat
    In reply to @ADoyalTX
  • MathCoachCorner Oct 28 @ 8:11 PM EDT
    A1 I have often found that when teachers are having trouble with math workshop, it can be traced back to management/organization issues. You can't rush it! You have to teach and reinforce your expectations. #1stchat
  • MaryAnneBShaw Oct 28 @ 8:11 PM EDT
    A1 I love the idea of math stations but feel like my implementation is not as effective as I would like. #1stchat
  • MathCoachCorner Oct 28 @ 8:11 PM EDT
    Hopefully you'll get some tips tonight! #1stchat
    In reply to @MaryAnneBShaw
  • mrsmurphy95 Oct 28 @ 8:11 PM EDT
    A1 I am new to teaching 2nd grade and am self-contained. My Math work stations have been challenging, because I don’t have enough stations pre-assembled and lack the time to prep. #1stchat
  • tjggmueller Oct 28 @ 8:11 PM EDT
    thanks for advice. I know it is important and I am being much more intentional this year, so we will see. #1stchat
    In reply to @MathCoachCorner
  • MathCoachCorner Oct 28 @ 8:11 PM EDT
    Sounds great! That upfront work really pays off. #1stchat
    In reply to @shellhaze
  • dynamo30us Oct 28 @ 8:12 PM EDT
    #1stchat Students circulate between teacher time, tech time, independent work and math games. Keeps students moving. How do you differentiate?
    In reply to @MathCoachCorner
  • ECarrasquillo72 Oct 28 @ 8:12 PM EDT
    A1: #1stchat I haven't been too successful in HS because usually kids not in my small group don't seem to be working in the other stations. I keep trying though. ideas?
  • MathCoachCorner Oct 28 @ 8:12 PM EDT
    Remember that you can reuse them later in the year for review. #1stchat
    In reply to @mrsmurphy95
  • JaneCulver5 Oct 28 @ 8:12 PM EDT
    A1: Treat for me! No way can I differentiate without using small group instruction! Oh and Jane here from Kansas! #1stchat
  • valruckes - Moderator Oct 28 @ 8:12 PM EDT
    I agree! Management is the key. I often assign my parent volunteers during our math time to help with math stations. #1stchat
    In reply to @MathCoachCorner
  • MathCoachCorner Oct 28 @ 8:13 PM EDT
    Q2 What do you notice about this graphic? What do you wonder? How does this influence your math workstation tasks? #1stchat
  • MathCoachCorner Oct 28 @ 8:13 PM EDT
    You're in the right place for ideas! #1stchat
    In reply to @ECarrasquillo72
  • MathCoachCorner Oct 28 @ 8:13 PM EDT
    GREAT use of parent volunteers! #1stchat
    In reply to @valruckes
  • dynamo30us Oct 28 @ 8:13 PM EDT
    #1stchat Agreed! Teachers have to be ultra-organized. Collaboration is critical.
    In reply to @MathCoachCorner
  • valruckes - Moderator Oct 28 @ 8:13 PM EDT
    Q2 is on deck! #1stchat
    • MathCoachCorner Oct 28 @ 8:13 PM EDT
      Q2 What do you notice about this graphic? What do you wonder? How does this influence your math workstation tasks? #1stchat
  • ADoyalTX Oct 28 @ 8:14 PM EDT
    Is there anything you already use that could be put into a work station? We have a problem solving journal- and that is my problem solving station. I assign a few pages and have kids work it out with their partners #1stchat
    In reply to @mrsmurphy95
  • MathCoachCorner Oct 28 @ 8:14 PM EDT
    I would absolutely agree! #1stchat
    In reply to @dynamo30us
  • lekadegroot - Moderator Oct 28 @ 8:14 PM EDT
    I spend a week to just practice stations while I stay out of their way. I put a lot of directions on @Seesaw so that students can scan and listen to the directions. Independency & problem solving are key components for success! #1stchat
    • MathCoachCorner Oct 28 @ 8:11 PM EDT
      A1 I have often found that when teachers are having trouble with math workshop, it can be traced back to management/organization issues. You can't rush it! You have to teach and reinforce your expectations. #1stchat
  • MathCoachCorner Oct 28 @ 8:15 PM EDT
    A2 The stages have to overlap. If students never see the concrete or pictorial sitting beside the abstract, they won't make that connection. #1stchat
  • tjggmueller Oct 28 @ 8:15 PM EDT
    A2: Hands on work is important. Students will be more engaged and retain the process. #1stchat
  • mathinaction Oct 28 @ 8:15 PM EDT
    A2: I notice concrete is much larger than abstract. #1stchat
  • valruckes - Moderator Oct 28 @ 8:16 PM EDT
    A2 One level builds on the next. It's providing a scaffold for students. #1stchat
  • lekadegroot - Moderator Oct 28 @ 8:16 PM EDT
    A2 Hands-on manipulatives are so important for many kids. Numbers are so abstract for many young students. #1stchat
  • ADoyalTX Oct 28 @ 8:16 PM EDT
    A2: concrete is so important! The arrow going up and back shows that it is a fluid movement- always going back and forth! Always looking for concrete opportunities to put into my workstations #1stchat
  • laurarose1276 Oct 28 @ 8:16 PM EDT
    A2 I always want to make sure there is a balance of CPA in workstations depending on the task and where students are in their understanding. Review stations might be more abstract. Newer tasks more concrete. #1stchat
  • mathinaction Oct 28 @ 8:16 PM EDT
    I completely agree! #1stchat
    In reply to @MathCoachCorner
  • MathCoachCorner Oct 28 @ 8:17 PM EDT
    RT Q2 What do you notice about this graphic? What do you wonder? How does this influence your math workstation tasks? #1stchat
  • MathCoachCorner Oct 28 @ 8:17 PM EDT
    Great observation! Be sure to use the hashtag #1stchat on your responses so everyone can read them!
    In reply to @shellhaze
  • dynamo30us Oct 28 @ 8:17 PM EDT
    #1stchat Working with teachers to challenge students who "get it" before you even start a unit.
    In reply to @MathCoachCorner
  • misspenniston Oct 28 @ 8:17 PM EDT
    A2: When learning a new skill, students always start as concrete, it may take a bit to move to pictorial and then abstract. Manipulatives are so important!! #1stchat
  • lekadegroot - Moderator Oct 28 @ 8:17 PM EDT
    Yes! QR codes make sharing & access so easy! #1stchat
    In reply to @ADoyalTX, @Seesaw
  • MathCoachCorner Oct 28 @ 8:18 PM EDT
    A2 It's important that we consider the CRA sequence of instruction in our workstation tasks. Students should have concrete or pictorial support for their learning. #1stchat
  • JaneCulver5 Oct 28 @ 8:18 PM EDT
    A2: Love to start with concrete when introducing something new, then progress as students can. I do have a few that are still needing concrete almost always still. #1stchat
  • lekadegroot - Moderator Oct 28 @ 8:18 PM EDT
    Depth of Knowledge... we are looking into this this year. #1stchat
    In reply to @dynamo30us, @MathCoachCorner
  • valruckes - Moderator Oct 28 @ 8:18 PM EDT
    A2 Students are operating in those different levels. Not all move up to the abstract stage at the same time. #1stchat
  • mrsmurphy95 Oct 28 @ 8:19 PM EDT
    Q2 This graphic reminds me that I need to start by helping kids make a real connection first. #1stchat
  • ECarrasquillo72 Oct 28 @ 8:19 PM EDT
    A2: #1stchat I wonder if this graphic should be different at different levels ie: elementary more concrete vs. high school more abstract?
    • MathCoachCorner Oct 28 @ 8:17 PM EDT
      RT Q2 What do you notice about this graphic? What do you wonder? How does this influence your math workstation tasks? #1stchat
  • MathCoachCorner Oct 28 @ 8:19 PM EDT
    A2 It's important to carefully review the standards to determine if it's even a requirement to get them to the abstract level. Sometimes it's not. #1stchat
  • MathCoachCorner Oct 28 @ 8:19 PM EDT
    Great point! It's part of your differentiation. #1stchat
    In reply to @valruckes
  • MathCoachCorner Oct 28 @ 8:20 PM EDT
    Q3 What criteria do you use when choosing math workstation tasks? #1stchat
  • valruckes - Moderator Oct 28 @ 8:20 PM EDT
    A2 I think early teachers are comfortable with supporting students with the concrete but it seems to be less common in upper grades even though students may still need that. #1stchat
  • valruckes - Moderator Oct 28 @ 8:20 PM EDT
    Q3 is on deck! #1stchat
  • MathCoachCorner Oct 28 @ 8:20 PM EDT
    Oh yes, definitely! #1stchat
    In reply to @valruckes
  • dynamo30us Oct 28 @ 8:21 PM EDT
    #1stchat Thanks for that insight!
    In reply to @MathCoachCorner
  • MathCoachCorner Oct 28 @ 8:22 PM EDT
    A4 First and foremost, the tasks must be chosen intentionally and aligned to the standards. Students often spend a large part of their math instructional time on workstation tasks, and teachers have to plan them as carefully as their primary instruction. #1stchat
  • ADoyalTX Oct 28 @ 8:22 PM EDT
    A3: anything during my workstations must fit with our learning objectives. Nothing can be “busy work”. We don’t have enough time to waste learning time with unfocused workstation activities. #1stchat
  • tjggmueller Oct 28 @ 8:22 PM EDT
    A3: I try to make the task engaging and purposeful, and something that can be worked on independently. #1stchat
  • MathCoachCorner Oct 28 @ 8:23 PM EDT
    Amen! #1stchat
    • ADoyalTX Oct 28 @ 8:22 PM EDT
      A3: anything during my workstations must fit with our learning objectives. Nothing can be “busy work”. We don’t have enough time to waste learning time with unfocused workstation activities. #1stchat
  • MaryAnneBShaw Oct 28 @ 8:23 PM EDT
    A2 Always important to look at the learning continuum to see previous exposure as well as to follow learning progression. Pre-assessment provides direction on starting point. #1stchat
  • JaneCulver5 Oct 28 @ 8:23 PM EDT
    A3: I try to match my tasks to support my unit of instruction. As the unit progresses so do the levels of tasks. Constant monitoring. #1stchat
  • MathCoachCorner Oct 28 @ 8:24 PM EDT
    RT Q3 What criteria do you use when choosing math workstation tasks? #1stchat
  • valruckes - Moderator Oct 28 @ 8:24 PM EDT
    A3 I make sure they are not just activities to keep students busy but they are purposeful and help student to develop various math skills. #1stchat
  • GtanakaTanaka Oct 28 @ 8:24 PM EDT
    A4: does the station meet the standards? I also try to have a station or 2 that focuses on supporting standards such a as time, shapes, and measurement. #1stchat
  • MathCoachCorner Oct 28 @ 8:24 PM EDT
    Absolutely!! Remember to use the hashtag #1stchat in your responses so everyone can see them.
    In reply to @dynamo30us
  • MathCoachCorner Oct 28 @ 8:25 PM EDT
    A3 Is the task easily differentiated? Students should be working at a level that appropriately challenges them. #1stchat
  • ECarrasquillo72 Oct 28 @ 8:25 PM EDT
    A3: #1stchat I have never done stations to introduce a topic. It's usually various review topics. I am very open to the idea though.
  • misspenniston Oct 28 @ 8:25 PM EDT
    A3: I'm the only one on my team who does math workstations, so teach the same unit, just differentiated. My tasks so far are familiar games, so they can practice the skill I teach in small group. Hoping that this transforms as I get more comfortable, and persuade my team.#1stchat
  • MathCoachCorner Oct 28 @ 8:25 PM EDT
    Yes, all tasks don't need to be on the same skill. For example, one workstation should be devoted to computational fluency. #1stchat
    In reply to @GtanakaTanaka
  • laurarose1276 Oct 28 @ 8:26 PM EDT
    A3 tasks need to be engaging and worthwhile. Students should be practicing, learning, & collaborating, not just mindlessly working on tasks with no connection to what they are learning. And they MUST NOT present kids with content they have not yet learned! #1stchat
  • MathCoachCorner Oct 28 @ 8:26 PM EDT
    No, I wouldn't use them to introduce a topic, unless it's just some kind of inquiry. #1stchat
    In reply to @ECarrasquillo72
  • MathCoachCorner Oct 28 @ 8:27 PM EDT
    Q4 How do you incorporate the process standards (problem solving, reasoning & proof, communication, connections, and representation) into your math workstation tasks? #1stchat
  • mrsmurphy95 Oct 28 @ 8:27 PM EDT
    A3 My work stations are composed of skills that have been previously taught for practice and reinforcement. There is usually an assessment piece. They also need to be self-explanatory with simple directions and easy clean-up. #1stchat
  • MathCoachCorner Oct 28 @ 8:28 PM EDT
    A4 Any time we can get students to be producers instead of consumers we are addressing the process standards. Writing word problems, instead of just solving them. #1stchat
  • MaryAnneBShaw Oct 28 @ 8:28 PM EDT
    A3 Workstation tasks always reflect the standard(s) we’re working on. Free technology is the hardest to find. Games are easily differentiated as are All by Myself independent practice activities. #1stchat
  • lekadegroot - Moderator Oct 28 @ 8:28 PM EDT
    A3 I use a lot of hands on tools such as pattern blocks, cuisenaire rods, tangrams & leave things open-ended. I build challenges as students become more comfortable with the tools. #1stchat
  • MathCoachCorner Oct 28 @ 8:29 PM EDT
    A4 It's important to make it an expectation that students are having mathematical conversations when working on tasks. Providing conversation starters and vocabulary development task are important. #1stchat
  • misspenniston Oct 28 @ 8:29 PM EDT
    My kids are on @zearned, for their technology station. They love it and I love the data it shows me. #1stchat
    In reply to @MaryAnneBShaw, @zearned
  • lekadegroot - Moderator Oct 28 @ 8:30 PM EDT
    I have to observe students more & highlight their conversations. #1stchat
    • MathCoachCorner Oct 28 @ 8:29 PM EDT
      A4 It's important to make it an expectation that students are having mathematical conversations when working on tasks. Providing conversation starters and vocabulary development task are important. #1stchat
  • ADoyalTX Oct 28 @ 8:30 PM EDT
    A4: this question gives me a lot to think about. Yes we have a problem solvin station- but having students create their own problems to communicate understanding is lacking. Tons of new ideas are running through my brain! #1stchat
  • MathCoachCorner Oct 28 @ 8:30 PM EDT
    I love the idea of self-reflection! Be sure to include the hashtag #1stchat in your responses so everyone can see it. :)
    In reply to @mrs_ali2018
  • tjggmueller Oct 28 @ 8:30 PM EDT
    A4: I am not sure I do. I incorporate those other places in my math lesson, but I am not sure that my workstations do. #1stchat
  • MathCoachCorner Oct 28 @ 8:31 PM EDT
    RT Q4 How do you incorporate the process standards (problem solving, reasoning & proof, communication, connections, and representation) into your math workstation tasks? #1stchat
  • JaneCulver5 Oct 28 @ 8:31 PM EDT
    Totally agree! It goes along perfectly with our ENY math program too! #1stchat
    In reply to @misspenniston, @MaryAnneBShaw, @zearned
  • MathCoachCorner Oct 28 @ 8:31 PM EDT
    Of course @Seesaw is a great tool for that! #1stchat
    In reply to @lekadegroot, @Seesaw
  • valruckes - Moderator Oct 28 @ 8:31 PM EDT
    A4 we have a lot of conversations about our math games, too. Strategies that worked and others that were more efficient. #1stchat
    In reply to @MathCoachCorner
  • MathCoachCorner Oct 28 @ 8:31 PM EDT
    Glad I've given you something to think about! #1stchat
    In reply to @tjggmueller
  • lekadegroot - Moderator Oct 28 @ 8:32 PM EDT
    I love when my students create math games using @scratchjr Last week one teacher shared how her students use @flipgrid to post problems they create. I will try that for sure! #1stchat
    • MathCoachCorner Oct 28 @ 8:28 PM EDT
      A4 Any time we can get students to be producers instead of consumers we are addressing the process standards. Writing word problems, instead of just solving them. #1stchat
  • valruckes - Moderator Oct 28 @ 8:32 PM EDT
    Q4 is on deck! #1stchat
    • MathCoachCorner Oct 28 @ 8:27 PM EDT
      Q4 How do you incorporate the process standards (problem solving, reasoning & proof, communication, connections, and representation) into your math workstation tasks? #1stchat
  • MathCoachCorner Oct 28 @ 8:32 PM EDT
    Just give them the number sentence. So easily differentiated! #1stchat
    In reply to @amynicolebettis
  • Woods1stgrade Oct 28 @ 8:32 PM EDT
    A4: not sure if this works, but my kiddos have just started choosing how to meet their goals in counting and writing numbers (kdg) they know where they are and where to be, they document in @seesaw #1stchat
  • MathCoachCorner Oct 28 @ 8:33 PM EDT
    A4 The Show Me strategy from #Formative5 is a great way for students to communicate their mathematical understanding. "Show me, using words, numbers, and pictures, how you would compare 73 and 59 using place value." #1stchat @CorwinPress @bkobett
  • MathCoachCorner Oct 28 @ 8:33 PM EDT
    If they were playing a game of War, this would be a great way to communicate their thinking #1stchat
    In reply to @CorwinPress, @bkobett
  • lekadegroot - Moderator Oct 28 @ 8:33 PM EDT
    Flipgrid? #1stchat
    In reply to @ADoyalTX, @ScratchJr, @Flipgrid
  • MathCoachCorner Oct 28 @ 8:34 PM EDT
    Q5 Math workstations can be spooky if there is no accountability. How do you hold students accountable for the work they do in workstations? #1stchat
  • misspenniston Oct 28 @ 8:34 PM EDT
    A4: I was just thinking today about using Seesaw to have my students create word problems and then other kids can solve them. #1stchat
  • mrsmurphy95 Oct 28 @ 8:34 PM EDT
    Q4 Truthfully, considering the process standards when creating stations hasn’t been a priority for me. I usually consider student needs for building fluency and automaticity and reinforcement of previous skills taught. #1stchat
  • valruckes - Moderator Oct 28 @ 8:34 PM EDT
    Q5 is on deck! #1stchat
    • MathCoachCorner Oct 28 @ 8:34 PM EDT
      Q5 Math workstations can be spooky if there is no accountability. How do you hold students accountable for the work they do in workstations? #1stchat
  • Woods1stgrade Oct 28 @ 8:35 PM EDT
    A5: I check in with students every 2 weeks to go over goals and growth, also we put our work in @seesaw and explain it #1stchat
  • MathCoachCorner Oct 28 @ 8:35 PM EDT
    It might be something to think about. Depending on how many stations you have, it probably wouldn't be too hard to incorporate them. #1stchat
    In reply to @mrsmurphy95
  • MathCoachCorner Oct 28 @ 8:36 PM EDT
    A5 Huge fan of @Seesaw for accountability! Students can take pictures of their work and/or record themselves explaining their thinking. #1stchat
  • misspenniston Oct 28 @ 8:36 PM EDT
    A5: I actually don't right now. Maybe another good job for Seesaw? Kids take a picture of their work station final outcome? Seesaw can be good for so many things. #1stchat
  • MathCoachCorner Oct 28 @ 8:36 PM EDT
    A5 Just having students take their Math Journals (composition notebook) to each workstation adds accountability. Think of something they can record to indicate their understanding of the math behind the activity. #1stchat
  • MathCoachCorner Oct 28 @ 8:37 PM EDT
    A wonderful use of @Seesaw! #1stchat
    In reply to @misspenniston, @Seesaw
  • JaneCulver5 Oct 28 @ 8:38 PM EDT
    A5: Math by myself has a computational worksheet to complete, but math games with a partner is only required to stay on task and sometimes share a picture on @seesaw with me. #1stchat
  • MathCoachCorner Oct 28 @ 8:38 PM EDT
    RT Q5 Math workstations can be spooky if there is no accountability. How do you hold students accountable for the work they do in workstations? #1stchat
  • tjggmueller Oct 28 @ 8:38 PM EDT
    A5: This would be another area for me to think about. My kids have @classdojo portfolios, so that may be an option. I like the math journal idea as well. Oh boy, I have a long way to go! #1stchat
  • MathCoachCorner Oct 28 @ 8:38 PM EDT
    Baby steps! I love your growth mindset! #1stchat
    In reply to @tjggmueller, @ClassDojo
  • lekadegroot - Moderator Oct 28 @ 8:38 PM EDT
    A5 Sharing what they created or did on @seesaw adds accountability. If students are playing math games, have them record math sentences in their journal. #1stchat
  • ADoyalTX Oct 28 @ 8:40 PM EDT
    A5: I can only credit this to @karenwlively but I use this rubric. It has been such a game changer in holding my kids accountable #1stchat
  • valruckes - Moderator Oct 28 @ 8:41 PM EDT
    A5 Often my students do a self-assessment, an exit ticket, some other artifact that shares their learning or need for more practice. #1stchat
  • dynamo30us Oct 28 @ 8:41 PM EDT
    #1stchat Students have recording sheets or tasks that are collected by the teacher.
    In reply to @MathCoachCorner
  • mrsmurphy95 Oct 28 @ 8:41 PM EDT
    A5 Station minus accountability = busy work...BOO. Index cards, laminated task cards, recording sheets, pictorial representations, dry erase boards, and partner sharing are a few ways to make kids accountable for their learning. #1stchat
  • MathCoachCorner Oct 28 @ 8:42 PM EDT
    Do they take pictures of them before they erase them? #1stchat
    In reply to @mrsmurphy95
  • dynamo30us Oct 28 @ 8:42 PM EDT
    #1stchat Teachers are starting to use @seesaw. Can you share an example?
    In reply to @lekadegroot, @Seesaw, @Seesaw
  • MathCoachCorner Oct 28 @ 8:43 PM EDT
    It can be as simple as students taking a picture of their game board before erasing it, but @seesaw also has an activity bank. Check it out here: https://t.co/s8nmaAHUKz #1stchat
    In reply to @dynamo30us, @lekadegroot, @Seesaw, @Seesaw
  • lekadegroot - Moderator Oct 28 @ 8:43 PM EDT
    https://t.co/5TQn3xSJQF Students also use numbers and number sentences for this game. #1stchat
    In reply to @ADoyalTX, @ScratchJr, @Flipgrid
  • MathCoachCorner Oct 28 @ 8:44 PM EDT
    .@RaRaPenguin is a great teacher to follow on Twitter to get @seesaw ideas! #1stchat
    In reply to @dynamo30us, @lekadegroot, @Seesaw, @RaRaPenguin, @Seesaw
  • MathCoachCorner Oct 28 @ 8:45 PM EDT
    Q6 How do you use math workstation tasks to provide students with ongoing practice for skills they have already learned or even to prepare them for content they are about to learn? #1stchat
  • lekadegroot - Moderator Oct 28 @ 8:45 PM EDT
    yes, she is awesome! #1stchat
  • MathCoachCorner Oct 28 @ 8:45 PM EDT
    A6 Remember to reuse workstation tasks throughout the year for distributive practice. That place value game you used in September can go back in the rotation is December and again in March so it stays fresh in the kids' minds. #1stchat
  • MathCoachCorner Oct 28 @ 8:46 PM EDT
    A6 Talk to the teachers from the grade level before you and see if they have workstations the kiddos can use to give them practice with prerequisite skills. #1stchat
  • valruckes - Moderator Oct 28 @ 8:46 PM EDT
    Q6 is on deck! #1stchat
    • MathCoachCorner Oct 28 @ 8:45 PM EDT
      Q6 How do you use math workstation tasks to provide students with ongoing practice for skills they have already learned or even to prepare them for content they are about to learn? #1stchat
  • ADoyalTX Oct 28 @ 8:47 PM EDT
    A6: it seems like we are still at the beginning of the year. I haven’t thrown in any content review stations from previous units- would love any suggestions! #1stchat
  • valruckes - Moderator Oct 28 @ 8:47 PM EDT
    I love this idea! I passed along a lot of our first grade games to one of our kindergarten teachers. #1stchat
    • MathCoachCorner Oct 28 @ 8:46 PM EDT
      A6 Talk to the teachers from the grade level before you and see if they have workstations the kiddos can use to give them practice with prerequisite skills. #1stchat
  • tjggmueller Oct 28 @ 8:48 PM EDT
    A6: I have never used stations for new content. I usually have them play math games to reinforce skills or the tech they use is all encompassing of first grade skills and takes them on their level. #1stchat
  • MathCoachCorner Oct 28 @ 8:49 PM EDT
    RT Q6 How do you use math workstation tasks to provide students with ongoing practice for skills they have already learned or even to prepare them for content they are about to learn? #1stchat
  • MathCoachCorner Oct 28 @ 8:49 PM EDT
    Right, when I said prepare them for content, I was thinking about reviewing the prior year skills to prepare for new content. #1stchat
    In reply to @tjggmueller
  • KLirenman Oct 28 @ 8:49 PM EDT
    Joining way late. One strategy I use is to have tasks with low floors and high ceilings so all students have an entry point, but there is no ceiling for how for they can take the tasks. #1stchat
    In reply to @valruckes
  • ADoyalTX Oct 28 @ 8:49 PM EDT
    I love the idea of putting a previously used game back in- kids already know how to play it, and it will help them practice their skills! #1stchat
    In reply to @MathCoachCorner
  • lekadegroot - Moderator Oct 28 @ 8:49 PM EDT
    A6 I like leaving some math tools out before we start a unit. Especially shapes, balance scales, clocks, etc. It will give my students plenty of time to explore before we start the unit. #1stchat
  • MathCoachCorner Oct 28 @ 8:49 PM EDT
    I think that's a big eye-opener to lots of teachers! It definitely makes it seem more doable. #1stchat
    In reply to @ADoyalTX
  • KLirenman Oct 28 @ 8:51 PM EDT
    A5 Having student accountability that by the end of the week (or your specific time period) you must show an example of x, y, or z. A simple checklist on my end helps too. #1stchat Not all things need to be documented though.
    In reply to @MathCoachCorner
  • MathCoachCorner Oct 28 @ 8:52 PM EDT
    Something like You Write the Story (give them a number sentence and they write, draw, and solve a word problem) can be used all year long! #1stchat
  • KLirenman Oct 28 @ 8:52 PM EDT
    Yes, leaving out a provacation to see where they go with it and what they do with it. Sometimes with a prompt, sometimes just on its own. An invitation to explore and learn. #1stchat
    In reply to @lekadegroot
  • MathCoachCorner Oct 28 @ 8:53 PM EDT
    Q7 Time for everyone to get a treat! Share a favorite math workstation task so no one goes home empty handed! #1stchat
  • mrsmurphy95 Oct 28 @ 8:53 PM EDT
    Our pacing and scope and sequence allows for spiraling skills with increasing numbers, so I use the same stations and adjust the numbers. This helps to differentiate the learning tasks as well. #1stchat
  • lekadegroot - Moderator Oct 28 @ 8:53 PM EDT
    I like this idea! #1stchat
    • MathCoachCorner Oct 28 @ 8:52 PM EDT
      Something like You Write the Story (give them a number sentence and they write, draw, and solve a word problem) can be used all year long! #1stchat
  • vickithompson67 Oct 28 @ 8:53 PM EDT
    Great idea!#1stchat
    In reply to @lekadegroot
  • MathCoachCorner Oct 28 @ 8:54 PM EDT
    Donna Boucher @MathCoachCorner A7 Here's a blog post with links to several Halloween freebies, including this one for making combinations for 10! https://t.co/gfLQH4gGdg #1stchat
  • MathCoachCorner Oct 28 @ 8:54 PM EDT
    Which One Doesn't Belong can be used as a workstation task after it's been introduced and modeling whole group. https://t.co/5WT28v73WV #1stchat
  • MathCoachCorner Oct 28 @ 8:55 PM EDT
    A7 And here's one that I just shared on Twitter today! https://t.co/0uodgE6psr #1stchat
  • ADoyalTX Oct 28 @ 8:55 PM EDT
    We’ve been using Which One Doesn’t Belong as a warm up/class conversation. I am always blown away with what my kids see! #1stchat
    In reply to @MathCoachCorner
  • mrsmurphy95 Oct 28 @ 8:55 PM EDT
    A7 Cut your hundreds charts into puzzle pieces and have the students reassemble them. This can be done with 200s, 300s, etc. #1stchat
  • valruckes - Moderator Oct 28 @ 8:56 PM EDT
    Thanks for sharing! #1stchat
  • MathCoachCorner Oct 28 @ 8:56 PM EDT
    Love it! https://t.co/A7tjQGwfVX #1stchat
    In reply to @mrsmurphy95
  • MathCoachCorner Oct 28 @ 8:57 PM EDT
    What a great group tonight! So many thought-provoking conversations. #1stchat
  • KLirenman Oct 28 @ 8:58 PM EDT
    A7 I am teaching K this year. We are using loose parts to show different ways to make numbers to 5. So many ways to represent numbers and their part/part whole combinations. #1stchat
    In reply to @MathCoachCorner
  • MathCoachCorner Oct 28 @ 8:59 PM EDT
    Thanks! #1stchat
    In reply to @mrsmurphy95
  • ADoyalTX Oct 28 @ 8:59 PM EDT
    A7: we’ve been using @gretchbernabei kernel essays for our “writing about math” station. It’s been such a great way to bridge writing with math! https://t.co/SY8WP482X6 #1stchat