This lesson may not make sense to some of you, especially if
you do not know me or what a hybrid classroom looks like. You can read more about my hybrid classroom
on the Hybrid Learning and MTSD Training – Hybrid Learning tabs of my blog.

The short version of this information is that my students
learn by traveling through 4 stations over a period of 2 days. The first day consists of a 5 minute warm-up,
two 20 minute stations and a 5 minute closure activity (usually an exit
ticket). The second day consists of a 5
minute warm-up, one 20 minute station, one 20 minute whole group activity and a
5 minute closure activity. Sometimes the
whole group activity is a lecture, sometimes it is a quiz, and other times it
is a group work assignment or project. The warm-ups and exit tickets might be review of a specific skill or a fun MTBoS warm-up. Check out the MTBoS Resources tab above for more information.

The first of the 3 stations is the independent station where
students take notes or practice a new skill.
My favorite resource for notetaking is EdPuzzle. My most used resources for practice are Get More Math and Khan Academy.

The second of the 3 stations is the direct station where
students receive small group instruction or guided practice, I often use small whiteboards or a Kagan strategy at this station.

The third station is the collaborative station. At this station, students work in a small
group to complete an assignment. The
skill being practiced here will be an older one that we have already studied,
but on which the students still need more practice.

Here are the details of this particular lesson.

Independent station: Students
complete pages 15-17 of this notes packet using EdPuzzle.

Here are the videos

Find the roots of a quadratic function

Find the roots of a quadratic function

The notes packets that I give to students are based on the
notetaking guides that come with our textbook. Each section includes key concepts and/or
vocabulary as well as practice problems.
I find videos online and add questions using EdPuzzle.

Direct station:
Students complete small group instruction with me. Prior to this lesson, students have already
taken EdPuzzle notes on the topic, but this is the first time that they are
getting real time feedback. We use whiteboards
and and the boss/secretary Kagan strategy to practice factoring polynomials in
quadratic from (such as x^4+5x+4). The
boss/secretary strategy involves on student writing the steps to solve the
problem as the other student tells them what to write. If I have an uneven number of students, I
will have the third student act as a coach.
They will agree with the boss or will help them if they tell the
secretary to write something that is incorrect.

Collaborative station:
Students review multiplying monomials and corresponding exponent rules
by playing a game of WAR. The game is
played just like the classic card game except that the cards are particular
problems. The player with the highest
degree solution wins that hand. Here arethe cards, a set of directions, and a record sheet for student accountability.

Whole group time:
Students choose their own group of 2-4 students and play a game of GO
FISH to review multiplying polynomials.
Students play the game just like the classic game except that the cards
are problems and solutions. I found
these cards on TPT.

Reflection: Teaching
in this set-up is a ton of work for me.
This is my third year, but I feel like I get a little better each
year. Some students hate it because they
have too much freedom. Since I am
working with one of the small groups, the other two groups are not being very
closely monitored. It takes a lot of
self-discipline to stay on task when the teacher is not standing over your shoulder
reminding you what you are supposed to be doing. Some students will “watch” the
videos on EdPuzzle at the same time that they are playing a soccer game on
their phone. Then they will complain
that they did not learn what they needed from the video. Some will socialize the entire way through
the collaborative station and then complain that they did not get enough
practice.

Most students eventually become very successful in this
set-up. They say that they like the
videos because they can re-watch lessons as they prepare for quizzes. They enjoy the game based nature of the collaborative
station and they like that they frequently change activities. Most students say that class goes by very
quickly and that they are actively involved for nearly the full 50 minutes of
class every day.

Overall, I have fewer classroom management issues than I
ever had before because the majority of students eventually enjoy and engage in
this system. Students enjoy my classes
more than they did when I taught in a more traditional lecture/practice daily
format. Although I do more work in
planning, I doubt that I will ever go back to not using stations.