What is the Tabor Model? It is a management system for teaching math that allows you time to teach and work with groups on a daily basis. It's a unique structure for a math workshop.

Benefits- Time to see groups effectively everyday. (reteach, extension, rti) :o) Less chaos in your room due to the management system of rotations and the detailed lesson planning. Builds cooperative learning with students along with developing student leaders. Allows the opportunity for collaborative lesson planning to be done effectively. Purposeful lessons and activities are required. Children remain on task. You will have time to get performance tasks and diagnostic tasks done!

Potential Obstacles- At first it takes TIME to get routine established in room. Planning may take longer at beginning. (This should become easier as you get the hang of the new format.)

FAQ's

1. If you had it to do all over again would you do the Tabor Model? Answer: Yes, it does take time at first. Once we got the hang of it, our math time became much more effective. It is a good thing. 2. How much time does it take to plan? Answer: At least 2 days. You will plan collaboratively your mini lessons as team. Activities for the group time can be divided up amongst the team or planned collaboratively as well. 3. Where do we get the materials to do all the activities. Will this take a ton of time/work on my part? Answer: You can pull station ideas from the current curriculum guide and textbook resources. We also have games and activities from partner games, Investigations, and envisions that you can use. Not to mention all the other resources we have as individual teachers. Pearson Successnet is a great for student lessons at computer or technology station. Each week the teacher table lesson can be spiraled into a station as a review game or manipulative. That will alleviate the need for planning one of the station activities, plus the students will already be familiar with the directions. 4. How do you accommodate for a week that is cut short to vacation days or school activities/assemblies? Answer: The model states that the first 3 days are the most important. If you have to drop some days the last 2 days are the ones you could drop if needed. Will it take a lot of prep in my room? Answer: No, not really. There are only a few things needed in order to run the stations appropriately.

Labeled spots on the floor/table for the four groups to line up.

You will need a computer area, floor or table space for the games and manipulative stations, and a work area for you as a teacher to have small groups.

You will need a chart to manage the rotation.

You will need a chart to give points to the best groups (behavior wise).

*The tally points can be given as rewards for behavior, focus, teamwork, cleaning up, and quality exit questions. The competition helps the students maintain their focus! It's very motivating.

How to run the tabor model: The tabor model has 4 specific stations that are ran on a daily basis after the problem of the day and mini lesson. The children move into a specific station with their heterogeneous group. These groups will not necessarily stay the same all year. Make changes as needed to provide the most productive teams for everyone.

The stations are: Games (This can be a review from teacher table lesson the week before, or just a game that spirals a previously taught skill.) Manipulative station: These games/activities require that a manipulative be used to help grasp a concept. Ex. Counters and cups for making groups of tens. You also want to make sure that these games are competitive. They can compete with others or themselves. This keeps motivation high. Computer/technology station: These are games assigned to the student on Pearson Successnet, websites that you find that build specific skill, or smart board/ipad games. Teacher station: The first 2 days of rotations, a specific activity that may be more challenging on the concept being taught is done with the teacher. The last 2 days of rotations, these groups can do paper & pencil activities or possibly a menu of activities that you provide to them. (that is totally up to your team.) While they are working on independent work you can pull students to work on specific gaps, or assess your children (performance task, diagnostic task, 1st step activities, etc.)

Each station time last 20 minutes

The children rotate 2 x each day

After each rotation the children collaborate together to review what they learned from that activity in a "huddle."

Teacher will draw from sticks, or some other way to choose a person to share from each group about the learning that occurred during that rotation.

Monday:Start with Problem of the day. 5 minutes Discuss math vocab. 5 minutes Whole group mini lesson 15-20 minutes 15-20 minutes of guided /independent practice (at this time teacher pulls leaders out in hall to review the game for the manipulative station) End with journaling about what was learned today. You can use sentence stems such as: I learned..., I wonder..., I noticed..., I think...

Tuesday/Wednesday:- groups are heterogeneous Start with problem of the day. 5 minutes Go over math vocab. 5 minutes Whole group mini lesson -15/20 minutes 1st rotation 20 minutes Huddle for exit question-5 minutes 2nd rotation 20 Huddle for exit questions- 5 minutes Journal writing-5 minutes

Thursday/Friday groups are heterogeneous-except groups that teacher pulls to table Start with problem of the day. 5 minutes Go over math vocab. 5 minutes Whole group mini lesson -15/20 minutes 1st rotation 20 minutes Huddle for exit question-5 minutes 2nd rotation 20 Huddle for exit questions- 5 minutes Journal writing-5 minutes (The journal time on any day could be used as an informal assessment or pre-assessment of an upcoming concept.)

Things to consider when planning.

You need to remember that on days 1-3, your mini lessons needs to be more of introduction lessons. This is due to the fact that not all children will have gone through the teacher table at this time. Wed./Thur. mini-lessons will reflect some of the more difficult lessons that build upon the learning done at teacher table on Mon./Tues.

It is a management system for teaching math that allows you time to teach and work with groups on a daily basis. It's a unique structure for a math workshop.

Benefits-

Time to see groups effectively everyday. (reteach, extension, rti) :o)

Less chaos in your room due to the management system of rotations and the detailed lesson planning.

Builds cooperative learning with students along with developing student leaders.

Allows the opportunity for collaborative lesson planning to be done effectively.

Purposeful lessons and activities are required.

Children remain on task.

You will have time to get performance tasks and diagnostic tasks done!

Potential Obstacles-

At first it takes TIME to get routine established in room.

Planning may take longer at beginning. (This should become easier as you get the hang of the new format.)

1. If you had it to do all over again would you do the Tabor Model?FAQ'sAnswer: Yes, it does take time at first. Once we got the hang of it, our math time became much more effective. It is a good thing.

2. How much time does it take to plan?

Answer: At least 2 days. You will plan collaboratively your mini lessons as team. Activities for the group time can be divided up amongst the team or planned collaboratively as well.

3. Where do we get the materials to do all the activities. Will this take a ton of time/work on my part?

Answer: You can pull station ideas from the current curriculum guide and textbook resources. We also have games and activities from partner games, Investigations, and envisions that you can use. Not to mention all the other resources we have as individual teachers. Pearson Successnet is a great for student lessons at computer or technology station.

Each week the teacher table lesson can be spiraled into a station as a review game or manipulative. That will alleviate the need for planning one of the station activities, plus the students will already be familiar with the directions.

4. How do you accommodate for a week that is cut short to vacation days or school activities/assemblies?

Answer: The model states that the first 3 days are the most important. If you have to drop some days the last 2 days are the ones you could drop if needed.

Will it take a lot of prep in my room?

Answer: No, not really. There are only a few things needed in order to run the stations appropriately.

- Labeled spots on the floor/table for the four groups to line up.
- You will need a computer area, floor or table space for the games and manipulative stations, and a work area for you as a teacher to have small groups.
- You will need a chart to manage the rotation.
- You will need a chart to give points to the best groups (behavior wise).

*The tally points can be given as rewards for behavior, focus, teamwork, cleaning up, and quality exit questions. The competition helps the students maintain their focus! It's very motivating.How to run the tabor model:The tabor model has 4 specific stations that are ran on a daily basis after the problem of the day and mini lesson.

The children move into a specific station with their heterogeneous group. These groups will not necessarily stay the same all year. Make changes as needed to provide the most productive teams for everyone.

The stations are:

Games (This can be a review from teacher table lesson the week before, or just a game that spirals a previously taught skill.)

Manipulative station: These games/activities require that a manipulative be used to help grasp a concept. Ex. Counters and cups for making groups of tens. You also want to make sure that these games are competitive. They can compete with others or themselves. This keeps motivation high.

Computer/technology station: These are games assigned to the student on Pearson Successnet, websites that you find that build specific skill, or smart board/ipad games.

Teacher station: The first 2 days of rotations, a specific activity that may be more challenging on the concept being taught is done with the teacher.

The last 2 days of rotations, these groups can do paper & pencil activities or possibly a menu of activities that you provide to them. (that is totally up to your team.) While they are working on independent work you can pull students to work on specific gaps, or assess your children (performance task, diagnostic task, 1st step activities, etc.)

- Each station time last 20 minutes
- The children rotate 2 x each day
- After each rotation the children collaborate together to review what they learned from that activity in a "huddle."

Teacher will draw from sticks, or some other way to choose a person to share from each group about the learning that occurred during that rotation.Monday:Start with Problem of the day. 5 minutes

Discuss math vocab. 5 minutes

Whole group mini lesson 15-20 minutes

15-20 minutes of guided /independent practice

(at this time teacher pulls leaders out in hall to review the game for the manipulative station)

End with journaling about what was learned today. You can use sentence stems such as: I learned..., I wonder..., I noticed..., I think...

Tuesday/Wednesday:- groups are heterogeneous

Start with problem of the day. 5 minutes

Go over math vocab. 5 minutes

Whole group mini lesson -15/20 minutes

1st rotation 20 minutes

Huddle for exit question-5 minutes

2nd rotation 20

Huddle for exit questions- 5 minutes

Journal writing-5 minutes

Thursday/Friday groups are heterogeneous-except groups that teacher pulls to table

Start with problem of the day. 5 minutes

Go over math vocab. 5 minutes

Whole group mini lesson -15/20 minutes

1st rotation 20 minutes

Huddle for exit question-5 minutes

2nd rotation 20

Huddle for exit questions- 5 minutes

Journal writing-5 minutes (The journal time on any day could be used as an informal assessment or pre-assessment of an upcoming concept.)

Things to consider when planning.

You need to remember that on days 1-3, your mini lessons needs to be more of introduction lessons. This is due to the fact that not all children will have gone through the teacher table at this time.

Wed./Thur. mini-lessons will reflect some of the more difficult lessons that build upon the learning done at teacher table on Mon./Tues.