Math Stations Going Full Circle

If you read my initial post, yesterday, on the math station model that I am building, you will better understand the connection that I want to talk about between the first and last stations. The model is intended to differentiate at all levels, where students are working on basic skills all the way to completing projects that help teach others what they know on a particular topic or math standard.

The first station is used for intervention on skill areas that need more development. Recently, I have seen student growth jump dramatically when they reviewed a skill individually or in a small group with a guided video. Below, I have embedded a video that I created today for an assignment in my information technology masters program at WOU. This will be used in my class, at some point in the next two weeks, but I do not intend this to always be the norm. The new norm will be explained below the video.

Jumping to the end of the station rotations, station number five, it is my goal to turn this into problem solving and content creation activities. One of them would be to produce videos using our Doceri app for iPads. These students can then be paired up with small groups needing more work on a particular skill that is explained through the video. The more I let my students create and apply what they know, the deeper they will understand how to use the math and not just memorize processes and methods to obtain a final answer.

This is the first year that I have created math videos, as well. It is important to practice what you teach, and thus, I am starting to have fun with math video creation. As I get braver, I hope to start creating some 3-Act videos to increase my students curiosity and awareness of why we do math.

4 thoughts on “Math Stations Going Full Circle

  1. Pingback: Technology Integration for Math Engagement » Math Stations Going Full Circle | Understandingcommoncorestatestandards |

  2. Pingback: Technology Integration for Math Engagement » Math Stations Going Full Circle | CITE |

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