Randomness...

This past week involved a lot of randomness during math instruction.  In a hopes to expose the students to a lot of imperative information before the MCA assessment, we did a one week geometry unit.  There was no pre-assessment for this unit, for the main purpose of it was for exposure.  So, groups this week were heterogeneous.  The students currently sit in group formations, consisting of 4-5 students per group.  Those group configurations were their math groups for the week.

We generally had three, 15 minute stations this week.  Because I have six group of desks, it worked well to combine two groups.  Each day, the mini-lesson was fairly short.  Because I had a shorter mini-lesson, one of the stations was with me, working on the same skill.  The other two stations were additional practice/review of geometry skills, and math journal review pages.
It was nice to have the groups for a solid 15 minutes.  It did not feel rushed, and that left a few minutes of fudge time, so we were not constantly feeling rushed.  However, I didn't like having a shorter mini-lesson.  I felt like the kids were asking a lot of questions in the station with me that could have been addressed had I spent a few minutes longer explaining at the beginning.

The students followed DESCA wonderfully all week.  They were very aware of their responsibilities at the stations, and showed a proper amount of energy.  The use of pattern blocks and protractors definitely kept their interest.   There was a strong sense of dignity and community.  Because the groups were heterogeneous, the stronger students were able to be excellent teachers and role models for the others.  I saw some fabulous teaching and learning take place among the kids.  The way the students can explain things to their peers, is so much better than I could!
After reviewing their DESCA surveys for the week, they too, felt this week went well in math!