![]() Ipswich, MA Kindergarten teacher Jena Woodworth used hanging file folders to anchor her system. I pull out the bins for the necessary materials.” I have a wall of math manipulatives separated in bins so, when it’s a Center day. That way we didn’t waste paper and students didn’t have to manage multiple pages from playing the Centers. We put the recording sheets into plastic paper protectors so that students could use dry erase markers while playing. Winnetka, Illinois Grade 5 Teacher Melissa Hilty writes, “We created paper folders with the center name and stage on the outside and put the recording sheets inside. Rachel Rundstrom’s durable folder system (above) is fancier than what I used, but similar in structure. I kept the bags in an old milk crate, alphabetically, because I knew they would be used in many units. Then, I stored these sheets in large Zip-lock bags with any materials needed-wipe off markers, dice or counters. ![]() I labeled them with a permanent marker, for example: “Number Race – 2,” with the number indicating the stage. I used plastic page protectors to store printed Center materials. Figure out how you will protect your materials and store them so that they can be used repeatedly. ![]() Work smart: don’t make things twice! Centers are designed to be used over and over again, deepening learning and fluency. Use inexpensive tools to protect and store Center materials.These photocopies are your Center materials. enough for three groups to be using the materials. You can keep these materials (one for every two students) stored together for easy daily use.ĭownload all of the blackline masters for game boards and recording sheets required for your “Power Centers.” Make enough copies to have several partners playing the Center at the same time, e.g. All games can be played with basic materials: number cubes, game pawns, paper clips. As part of its equity stance, IM designed Centers without color, the need for high quality cardstock, or lamination. The math is exciting enough that they don’t require fancy graphics.”Ĭenters are intentionally not fancy. Margaret Betts, Math Coach in Easthampton, MA says, “IM Centers are simple but not simplistic. (Of course, once you begin using IM Centers you will realize the power in all of the Centers!) Center Materials Which Centers appear in your upcoming unit? Are there Centers that appear in multiple units? I am calling these “Power Centers”-high leverage Centers that can be used again and again to deepen understanding and promote practice. Start small! Be strategic about selecting your first two or three Centers.Ĭonsider using the IM Center Navigation Tool. Choose a small number of “Power Centers” to get started.Use Centers for joyful practice with major work of the grade and to develop fluency.Use Centers to spread math joy and develop math identity.Use Centers to gather data about what students know and are able to do.Centers do not need to be fancy to be effective.Choose a small number of Centers to get started.I asked colleagues from across the country to weigh in. With these overflowing plates in mind, let’s talk about how teachers are making IM Centers work so that everyone can enjoy the benefits of using IM Centers. Teachers are working beyond what seems humanly possible these days. opportunities for teachers to observe students in the act of mathingĪs my Alaskan colleague Nikki Szajkowski believes, IM Centers offer students “some playfulness with math, and give them some voice and choice.”.meaningful contexts for engaging fluency development.the gift of time for students to muck about in the big mathematical ideas of the unit.These Centers, aligned to lesson and unit learning goals, provide joyful, purposeful practice, and benefit both students and teachers. ![]() Without a doubt, a key factor in the successful implementation of IM K–5 Math is the frequent use of IM Centers. In cases where Centers have not been unpacked and used regularly, I hear teachers say things like, “my students need more practice” or “my students are not as fluent as I’d hoped.” Schools that report success using IM Centers are generally satisfied with their implementation. The response is a pedagogical temperature check about where teachers and grade levels are in their IM journey. That’s my favorite question to ask during professional learning for IM K–5 Math. “How is it going with your implementation of IM K–5 Math Centers?” ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |