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  • Split Classes

    Posted by Janelle Fortmuller on July 22, 2022 at 6:24 pm

    Next year I will be teaching all split math classes. I have used rich tasks regularly with my split classes and have found ways to connect them to learner outcomes at both grade levels. Where I am struggling is when<font color=”rgba(0, 0, 0, 0)” face=”inherit”> consolidating the concepts for each grade level. There are some outcomes that don’t overlap. In the past, I </font>have<font color=”rgba(0, 0, 0, 0)” face=”inherit”> worked with one group while the other group quietly works on practice questions. I am worried that I won’t be able to do as much problem based learning with them as I will have to plan for regular </font>independent<font color=”rgba(0, 0, 0, 0)” face=”inherit”> practice. I also have to find double the number of tasks as I teach each group for two years and don’t want the students to have to repeat the problems. Any thoughts or suggestions for how to effectively teach split math classes without losing the engaging, collaborative, problem based culture?</font>

    Nancy Yamagata replied 1 week, 5 days ago 2 Members · 1 Reply
  • 1 Reply
  • Nancy Yamagata

    November 27, 2022 at 12:49 pm

    Hi @janelle-Fortmuller – I just joined the MMM Academy and came across your question from July. So, you may have completely figured this out :-). I teach at a continuation HS where the student population enters my class with such different backgrounds in math. Our school does “intakes” every 2 weeks and students can earn a credit in a math class and join the “next credit” the very next day. So, the moral of the story is, my class is split into so many different levels. I am using practices described in the book called Building Thinking Classrooms by Peter Liljidahl (sp) which relies on standing whiteboards for each group (partners in my case) among other things. I rely on Google Classroom as the backbone to the curriculum. So…what I do is a “standing whiteboard thin slice activity” with 2 (or more students) which takes 15-25 minutes – while other students complete the follow on activities which are all in GC. These activities are “notes to my forgetful self”, check my understanding (desmos or deltamath, etc) then some type of reflection/self-assessment. I appreciate your commitment to creating lessons for your students that are unique and “problem/task based”. Good luck…I hope your semester is finishing strong. Happy Holidays.