Each day, students complete a warm-up that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.
For a video narrative about how I structure each lesson, and how the warm-up fits in, click here.
I usually group students according to the following:
- the front row (6 seats) are reserved for kids who are best served by working with me. These are generally the middle low kids - not necessarily the lowest kids.
- the most struggling students are seated next to a strong tutor, as they require more than small-group attention, they need 1-on-1 tutoring as the lesson goes by.
- most middle students are seated next to a a strong-middle student, to maximize the quality of their discussion.
I think about the entire seating chart in pairs.
This configuration works really well with a mixed review lesson like today's. I work with the front row while the rest of the class works independently or collaboratively.
For the huddle for this lesson, I take care to spend a lot of time during independent practice uncovering where students still have misconceptions, and then pushing to talk about those in the huddle. I also take note of where kids did NOT get to practice, and then I spend time reviewing those problems. The most important part of today's lesson is the data I get from their independent practice.
I just think it is SO important, in a long unit with a lot of new content that builds upon itself, to have a mid-unit "pause" day, for kids to consolidate their understanding, review and retain key concepts, and extend and deepen their understanding and fluency. It allows for a much longer independent practice where you can do student grouping, partner work, small group work, to really hit a lot of things at once. So I highly recommend doing these days as often as your scope and sequence allows.
Homework is to be completed at home and should take students approximately 15 minutes.