Catherine Roberts and Jennifer Clark discuss their shift in teaching approaches in middle school math due to a whole class model failing to engage diverse student needs, including reluctant learners and those with learning disabilities. They introduce the T.I.M.E. acronym representing different station types in their classroom, which includes teacher-led instruction, independent tasks, math facts practice, and essential reviews. The assessment methods, including weekly quizzes and flexible learning groups, are utilized to adapt instruction based on student performance.

1. in the Middle School
Math Classroom
Catherine Roberts and Jennifer Clark

2. What wasn’t working?
Why we changed
our teaching approach
and classroom environment?
-Whole class approach was not
meeting their learning needs
-Students were disengaged

3. Population of Students
-Reluctant learners
-Low self-esteem
-Students who felt they were ”not good at math”
-Students who did not like math
-Students who have not mastered their math facts
-Students with IEPs, 504s
-Students identified as needed AIS services

4. T.I.M.E.
The acronym T.I.M.E. stands for the four types of
stations included in a small unit of instruction:
• T stands for Teacher-led- small group instruction, opportunity
to check for understanding, tailored instruction to meet
specific learning needs, independent practice assigned and
modified dependent on student needs
• I stands for Independent- students complete
independent tasks on previously learned material
to show what they know

5. T.I.M.E.
The acronym T.I.M.E. stands for the four types of
stations included in a small unit of instruction:
• M stands for Math Facts- students work on fluency skills
necessary to be successful with common core standards
• E stands for Extension or Essential Review- students engage
in enrichment opportunities OR essential review. This station
is differentiated depending on the group of students
attending the station that day.

6. “Quests”
mini assessments
• During this assessment time, students are also
pre-assessed on the following weeks topic.
• Each Friday, students are
assessed to determine how
well they have learned the
concepts and skills from
that week.

7. “Quests”
• The results from this quick pre/post assessment are scored
and analyzed that day to determine the types of learning
activities that need to be developed for next week’s stations.
• We also use these results to determine the flexible learning
groups for the next week. Depending how students perform
from one week to the next, small groups are fluid
and often shift.

8. Set Up
Center Rotation Board
-Groups
-Days
-Stations
-Homework

9. Set Up
Center Bins
-Center Directions
-Resources needed

10. Classroom Set Up

11. Classroom Set Up

12. Technology is
essential in making
this approach work!

13. Students Teaching
Students

14. Why it works?
-Differentiation -Engagement
-Readiness Levels -Motivation
-Flexible Grouping -Confidence
-Direct Instruction -Fluency
-Ongoing Student and -Enrichment
Teacher Reflection

15. Suggestions for the
Single Teacher Classroom
-One teacher led station vs. two
-Clear station expectations need to be taught and
practiced
-Non teacher-led station activities need to be
structured for both group collaboration as well as
independent practice
-Plan with grade level teachers
-Strategically use centers (don’t need to
do them every week)
-Two stations a day vs. one

16. Resources
The following resources can be found on
*Catherine Roberts HFL Webpage:
-Classroom Math Sites
-Math Resource Page
*NYS Modules
*We get many of our new ideas from:
-Pinterest
-Teachers Pay Teachers
-Edmodo learning communities

17. Any Questions?

18. Feel free to contact us with any questions!
Catherine Roberts and Jennifer Clark
Catherine.roberts@hflcsd.org
and Jennifer.clark@hflcsd.org