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  • Active Student Engagement through Learning Stations

    Holly Markovich

    M.Ed. Secondary Mathematics


    Wake Tech Community College

  • While we gather

    On the flip chart paper, please write verbs that are great for use in active learning!

  • model

  • Todays workshop:

    - (5 min) Why Active Verbs Matter In Math Class

    - (5 min) A Minute On RIGOR

    - (10 min) Quantitative Literacy Drive The BIG Ideas

    - (50 60 min) Station Activities And Templates

    - (5-10 min) Wrap Up And Questions

  • A minute on RIGOR

    RIGOR is NOT: Something extra More HW More pages More problems

    RIGOR is : The driving force of quality instruction. A critical part of a quality school experience. A FOCUS on what students are asked to do. Active, communicative lessons.

  • Quantitative Literacy Drives our BIG Ideas

  • What is Quantitative Literacy

    The ability to identify understand and use elementary mathematics in everyday contexts Deborah Hughes Hallett, mathematics professor, University of Arizona

    Quantitative Literacy involves understanding the mathematical concepts and skills that are necessary for everyday life. Glenda Price, President Emeritus, Marygrove College

  • Continued [Quantitative Literacy includes] confidence in

    mathematics, cultural appreciation, interpreting data, logical thinking, making decisions, mathematics in context, number sense, practical skills, prerequisite knowledge, symbol sense Lynn Arthur Steen, mathematics professor at St. Olaf College, former MAA president, and executive editor, Mathematics and Democracy: The Case for Quantitative Literacy(2001).

    The heart of quantitative literacy is real world problem solving the use of mathematics in everyday life, on the job, and as an intelligent citizen. Henry Pollak, Visiting Professor of Mathematics Education, Teachers College, Columbia University

  • What can we believe about QL?

    Involves everyday mathematics.

    Involves application of basic mathematics.

    Involves communication.

    Involves math confidence.

    Involves decision making.

    Involves mathematics in context.

    Reasoning, purposefulness, relevance, coherence, precisionARE ALL IMPORTANT

  • Once a person is determined to help themselves, there is nothing that can stop them. Nelson Mandela

  • How do we encourage our students to have a QL Habit of Mind?

    Math lessons must be active, collaborative, verbose, relevant, interesting

    We must do math, always, everywhere, in all circumstances where we can imagine it!

    We must show OUR passion for math (develop it if we dont have it!).

    Learn from our colleagues our best mentors/teachers are our teachers!

    Empower, empower, empower!

  • What happens before learning stations?

    Direct Instruction Set-up Learning Stations* Introduction of stations; expectations for student

    interaction and behavior Students are asked to get 4-5 pieces of loose leaf

    paper and staple together like a book. Assessment guidelines formative summative learning packet + RUBRIC

  • Learning Station Set-up Create ONE folder/basket/box/container per


    One copy of directions and name of learning station posted at station. This is the general info that can be used every time

    Folder/basket/box includes information the students need for their learning packet.

    You may include copies for students or create one of LARGE PRINT (possibly laminated or page protected) that the students can follow.

  • What happens during Learning Stations?

    Students work in teams of 3-4 students. These roles are usually assigned: Reporter,

    Speaker, Recorder (a second Reporter or Recorder if needed)

    Speaker = only member allowed to ask teacher a question. Changes daily. Goes back to group to explain.

    Reporter= if a question is posed to the group, the reporter is the only one who can answer

    Recorder = ensures that every member of team has all information recorded. No movement to new station without recorder approval.

  • Teacher facilitates



    Anticipates difficulties


    Talks to speakers away from the team to ensure that speaker then teaches the team.

    What happens during Learning Stations?

  • Assessment Each student is

    responsible for their work and the work of the team.

    Meaning, everyone does all of the work. The team cannot move on until everyone is on board with work and knowledge.

    Yes, they must collaborate and help each other. They must use math terms.

    Peer tutoring is essential.

    Packet from the stations is worth 50% of the summative grade.

    Example: If station work is Mon., Tues. and Wed., then summative is Thursday.

    Packet is turned in the morning of test/quiz.

    Provide RUBRIC for station packet. Rubric is self-completed before turning in for teacher appraisal.

  • Learning Station Set-up (ideas) Consumer Mental Math (fractions, percents,


    Foldable for New Material Pinterest foldable site

    Money Matters (applications with money)


    Modeling with algebra

    Whats your function?

    Techno Geek

    Reality Check

  • Exploration of Templates


    Consumer Mental Math

    Money Matters


    Modeling with algebra

    Whats your function?

    Techno Geek

    Reality Check


    E:/Professional Development/Common Core/Middle School/Measurement.docxE:/Professional Development/Common Core/Middle School/Consumer Mental Math Learning Station.docxE:/Professional Development/Common Core/Middle School/Money Matters.docxE:/Professional Development/Common Core/Middle School/Study Foldable 1.docx

  • Some really great links

    NSA Math Units

    Teaching Channel

    Illustrative Math

    NCDPI Wikispaces


  • Contact info:

    The best way to contact me with questions about this presentation or additional resources is through my personal email:

    Thank you!


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