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Happy spring everyone!!  I feel like it's at this point in the school year when we are feeling drained, tired, and pretty uninspired. Often times our students are feeling the same way. And yet, we still have content to cover, ideas to explore, and concepts to master. Sometimes we just need a fresh view on something or an idea to get us going. In that spirit, I present to you some of our favorite websites for lessons and inspiration:
And, of course, don't forget all the resources we have curated for you right here on our website! The Resources page has all of our go-to resources, organized by zone! Check out and find something you love! I hope you find some inspiration here! And don't hesitate to contact us if you need more ideas!
 Have you found yourself discovering amazing teaching resources, but struggle to organize them? Do you have difficulty keeping track of those videos you pull off of YouTube or wish you could organize internet finds by category or unit? Have you reached your breaking point trying to keep it all together? Let me introduce to a recent game changer: |
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It was very interesting working with these students one-on-one and in small groups. They were able to show a much stronger mastery in this setting than they showed on the checkpoint! Most students are ready for a follow-up checkpoint. That score, combined with our informal observations in small groups, will determine if that student has mastered the standards for equivalent fractions.
And, since we l-o-v-e spreadsheets so much, I also created a color-coded spreadsheet to keep track of where students are at in the progression.
The next step is to give students their own copy of the progression. Each student will check off what he/she has mastered, and focus on the standard she/is is currently working on.
What do you think of this progression? Would you like to see something similar for other standard strands? How do you use formative assessments and grouping in your classroom?
Give us a shout-out with your answers on Facebook, Twitter, or in the comments!
Moving along,
Christi
Give us a shout-out with your answers on Facebook, Twitter, or in the comments!
Moving along,
Christi
| So you have ZONES up and running in your classroom. However, you feel like it just isn't working???? Believe me, this has happened to me every year, sometimes several times, that I have implemented ZONES. However, this is does not mean to just stop doing ZONES and quit. You do need to take a step back to identify what isn't working, then you can determine why it isn't working and solutions to fix it! Do not lose hope, all is not lost! |  |
I first identify what is not working. I find these problems fall into 2 categories - the framework isn't functioning in your room, the students aren't working to their potential. First, I run a couple days of ZONES or ZONES rotations and just observe the students instead of conferencing or pulling small groups. A question I ask as I reflect is does my whole classroom feel chaotic? Are the students confused? Is the majority of student work poor? If yes, then you might have a framework issue. If no, then I move to the second round of questions. Are a few students causing problems/distractions? Are a few students off task? Are a few students not completing work? If yes, then I will focus on a solution for these students.
 A framework issue If you have identified the issue as an issue with the framework implementation here are a few suggestions that you can try. * BACK UP! Try to "re"launch ZONES. Make sure the students understand all expectations and have the stamina for all of the ZONES before they get the option of zone choice * Do one at a time as a whole group. Have all students do MemoriZe for 20 minutes, then switch to all students doing Explore. Students will still have the ZONES experiences but management will be easier and it will also identify which students may not have the stamina for independence in a certain zone. * Do two or three ZONES at a time instead of all 5. Split the class in half or in thirds. Have one group do MemoriZe (very independent), one group On Your Own (very independent), and one group Explore (less independent, more movement, more critical thinking, more materials). Same reasoning as above. * Take some choice back - students must remain in their assigned seats during ZONES or students will be told what zone they will do for the rotation. I have had to re-look at my ZONES implementation throughout my years of teaching using ZONES. Depending on my class make-up, I have had to make these adjustments in order for students to be successful. Sometimes I can release control back to full implementation, sometimes I need to keep the framework more structured and less dynamic. The key is the balance of release and student success. You want to choose a method of framework implementation that matches your teaching style as well as what your students need to succeed. |  A student work issue If ZONES is working for the majority of students but you still have a few students who are not successful, then it is time to dig into the data. What do you know about the individual student? * Does the student work better in a more quiet, structured environment? Assign this student a space to work - this can even be in the hallway if it is where he/she might be most successful. * Does the student struggle with attentiveness (either medically diagnosed or in general)? Use proximity. Place the student close to you so you can keep an eye on progress and attentiveness. Pull them in small groups or conference with them more frequently. * Is the student distracting others? Move the student to an assigned seat close to you so you can keep an eye on stamina and meeting expectations. Also tell the student to reread the expectations before he/she begins each zone. You also can pull in a small group more frequently. * Is the student unorganized and loses materials? Make sure the student has the materials he/she needs for success like a folder or notebook. Also, you can keep the materials with your teacher materials to ensure they are not misplaced. * Is the quality of work poor? Check the data - is it because of effort or understanding? Make sure to continue to conference or pull small groups to make sure you are reaching all students. I have found data to be my best defense. Students show more quality work and are more attentive to their work/activity if they know I am looking at it, they are held responsible for it, and it matters!!! I can also use that data to meet each students needs so all students should have the ability to do the work and now the focus can be on the effort and attention. |
Keep in mind the reasons WHY you have chosen ZONES and all of the benefits your students receive by implementing this framework. But you should not continue with the fully implemented model if it is not working. Your first priority is to make sure all students are in a successful learning environment. Make the necessary shifts to make the framework successful for your classroom, your teaching style, your curriculum and your students. Also remember that students also LOVE ZONES math. They are excited and engaged with this form of math instruction. Students will want to continue this format and will be cooperative with getting ZONES back up and running again.
If you run into any tough situations with ZONES please reach out to us! We will be happy to brainstorm solutions so you can be successful with this framework!
Olivia
If you run into any tough situations with ZONES please reach out to us! We will be happy to brainstorm solutions so you can be successful with this framework!
Olivia
Recently, my husband and I began the ever-so-fun challenge of house hunting. We are outgrowing our little home, and my husband (a country boy at heart) would love more land than our city dwelling allows.
We looked at homes with updated, modern everything... but terrible floor plans. We also looked at homes with outdated everything but perfect floor plans. And we came to the realization that it's the structure that matters. Everything else can be changed, modified, or updated. But the wrong structure leads to all kinds of major renovations.
We looked at homes with updated, modern everything... but terrible floor plans. We also looked at homes with outdated everything but perfect floor plans. And we came to the realization that it's the structure that matters. Everything else can be changed, modified, or updated. But the wrong structure leads to all kinds of major renovations.
It's the same with your math instruction -- it has to have good "bones."
It's the same with your math instruction -- it has to have good "bones."
Once you have a good structure (*ahem* ZONES...) in place, you can find, create, or adapt any materials to fit within the framework and meet the needs of your students, your teaching style, and your curriculum.
There is no curriculum or set of instructional materials that will free you to be responsive to each of your students. It is the "floor plan" of your time that makes the difference.
ZONES is a structure - so use it as just that. Use it as the "bones" to your instruction. Be flexible with it. Try different ways of implementing ZONES in your classroom to see what works best for you. And, as always, contact us if you have questions, need ideas, or want to work through what implementation could look like for you.
We are excited to see how you make ZONES uniquely yours!
We are excited to see how you make ZONES uniquely yours!
For the love of learning,
Christi
Christi
#ZONESpartyof5
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