“But they could do it at the side table 10 minutes ago… why can’t they do it now???”
Concept Practice: Concept development then spills into concept practice. This will take the remainder of the first 15 minutes. This may include some whiteboard practice or a short problem set. This time allows me to get my first glimpse of students who may have misconceptions or difficulties when performing independently.
Independent Practice: The entire second half of my math lesson is devoted to independent practice. If you are in the classroom and don’t have a full 30 minutes to devote to tier 2 or tier 3 groups, this is where you would send your students off to practice on their own and grab another group. I run independent practice much like a classroom teacher would run math centers. I include centers that review concepts and skills my students have previously practiced, centers which allow the students more time to explore math patterns using hands on materials and centers which will allow students to make generalizations or break over generalizations.
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