implementation
How to get started
When launching the Daily 5, the 10 steps to teaching and learning independence is used. This process is based upon the gradual relase of responsibility model by Pearson and Gallagher (1982) and is a highly effective method for creating student independence. When teaching the 10 steps for any of the five choices, an I-Chart is created with the expected behaviours for the students and the teacher. Each one of the five choices is taught independently and once the previous one is mastered. It is recommended that as the teacher you go over the 10 steps 3 or 4 times a day during the first few days of school.
I charts
Before you teach each choice of the Daily 5, you create an I-chart about what behaviours are expected during the Daily 5. Brainstorm with your students what they think is important for them to be doing during each station and create an I-chart that everyone can refer to throughout the year.
Outcomes Appreciation:
The highlighting of the reasoning for each activity allows students to gain an appreciation of the outcomes and skills learned in each activity.
Here are the examples we have created for each section:
Outcomes Appreciation:
The highlighting of the reasoning for each activity allows students to gain an appreciation of the outcomes and skills learned in each activity.
Here are the examples we have created for each section:
Instruction
classroom organization
Engagement, Motivation, Behaviour Management, & Self-Determination
There are a few ways that teachers can structure and implement Daily 5 math into their classroom. Below are two different ways that teachers can choose to structure this program within their classroom:
1-Independent Choice:
Structuring the Daily 5 math program in a way that offers students with choice is generally recommended for older grade level as students should have already established independence before choosing which activities they would like to participating in. If a teacher structures the program with choice, this means that students are given the opportunity to choose any activity that they want within the Daily 5 math centers and are responsible for self regulating the activities they select to ensure that each activity is completed the equal amount of times. Often, this structure is regulated by student’s engagement in the activities and motivation to learn. Students experience increased engagement when they have been previously taught the activity and math skills. Not only does giving students choice in the centers they want to participate in increase student engagement, it increases students sense of self as learners which in turn has positive affects on other areas of student function within the classroom. Often, if the math centers are related to current themes within the classroom, students experience levels of increased engagement as well. Student choice generally stimulates increased student engagement, which in turn decreases the amount of behavior concerns and the amount of behavior management that the teacher has to enforce. Research has shown that the responsibility and independence created by providing choice through the Daily 5 model results in a reduction of behavioral issues in the classroom. |
2-Teacher Regulated:
Teachers can also choose to set up their Daily 5 math program in a more structured manner. Teachers can either make pre-determined heterogeneous groupings and have students follow a chart as to which centers they are to go to next. Or, teachers can heterogeneously group students and allow them to choose which stations they go to. Within this type of choice, it is still teacher regulated because the teacher records which stations the group has completed and the group is aware that they are responsible for completing all stations by an established timeline. Both of these teacher-regulated groupings can be enriching for students sense of self as a learner, self-determination, and increase students engagement in math. Each of these teacher-regulated groupings offer students a sense of fulfillment as they complete each of the required stations by the established deadline. As mentioned above, if students are engaged, they typically experience less behavior issues. Therefore, either type of grouping is effective within the classroom setting. |