The following tips and “aha” moments came from participants in Tabor Rotation Training of Trainers Institutes. They allowed me to share them with you in hopes that they might ignite your fire for sophisticating the use of guided math groups, math stations, and differentiated instruction in math using The Tabor Rotation Framework.…
“Every success is built on the ability to do better than good enough.”
I’m beginning to understand Tabor Rotation, but what are readiness groups and why are they important?
The Tabor Rotation Framework asks teachers to flexibly group students in a variety of ways. Each week includes partner work, whole-group instruction, teachable moments with individual students, small group work with students of mixed abilities, and working with small groups of students who are grouped together according to their level of understanding of the concepts that are being explored that week.…
“The doors we open and close each day decide the lives we live.” -Flora Whittemore
“My basic principle is that you don’t make decisions because they are easy; you don’t make them because they are cheap; you don’t make them because they’re popular; you make them because they’re right.”…
“Always behave like a duck-keep calm and unruffled on the surface, but paddle like the devil underneath.” -Lord Barbizon
“Help! My class is so much BIGGER this year…
…what do I do?”
“I just found out that I have 28-30 students. How do I use math stations now?”…
How do I know differentiating instruction works?
Will using small groups in the classroom really make a difference when they sit and listen to my lecture?
What’s the big deal about Tabor Rotation?
As one math supervisor put it,
“Tabor Rotation changes everything. It helps students think.…
“The task of leadership is not to put greatness in to humanity, but to elicit it, for the greatness is already there.” -John Buchan
This summer I’ve had the honor of working with a great number of dedicated educators. These educators have come with a positive attitude and an open mind.…
What is the difference between simultaneous and sequential interaction? When I first pose this question to students, I ask them to think about the definition of each word for a couple of minutes. Then I ask them to share with their partner what they thought (Think-Pair-Share).…
How can a teacher become more efficient in the classroom?
How can our schools make the most of
mathematical minutes?
What does RtI (Response to Intervention)
look like in a high school classroom?
What does a week of small-group, differentiated instruction look like?
Help!
Elementary & secondary level teachers, administrators, leadership teams, departments, and districts are looking for good examples of small-group, differentiated instruction in mathematics.…
“Why go into something to test the waters ? Go into it to make waves.”
Pre-Assessment and On-Going Assessment are some of the Essential Elements of the Tabor Rotation Framework. They’re also foundational components in a differentiated classroom. Whether you’re sophisticating your methods for assessing your students or just beginning to use on-going assessments, they’re a great place to begin a journey differentiating instruction in a classroom.…
Why can’t students just learn the same way all of us did in school?
We sat. The teacher talked and wrote on the board. We solved problems. We came back and did it again the next day. We all did just fine.
Why can’t we do what we’ve always done?…
