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How is math differentiated in our classroom?
When we took a look at how we taught math, there were many light bulbs that went on. Basically the whole group approach was no longer the most effective way to teach.
I often remember days that I would be teaching math and there would be students starting their work before I was finished teaching because they grasped the concept and needed more to challenge them. There were also the students who didn't understand and after the lesson was taught, I'd go to their desks and help them further.
Basically, we were struggling to meet the needs of our lowest learners and at the same time wishing we could do more for our higher students. We knew we had to do something!
Through the implementation of guided math, we have been able to challenge our highest learners, provide necessary support for our lowest learners and motivate our middle learners. We also realized that we have been doing the workshop format in reading and writing for so many years, why have we waited for so long to try it in math!
Another important component of guided math is that children work together to solve problems and discuss their thinking. Learning is a social process and I have personally seen students gain more through talking and discussing.
For each unit in math, we divide our students into three groups based on their understanding of the current unit's content. Below describes a typical math day.
I often remember days that I would be teaching math and there would be students starting their work before I was finished teaching because they grasped the concept and needed more to challenge them. There were also the students who didn't understand and after the lesson was taught, I'd go to their desks and help them further.
Basically, we were struggling to meet the needs of our lowest learners and at the same time wishing we could do more for our higher students. We knew we had to do something!
Through the implementation of guided math, we have been able to challenge our highest learners, provide necessary support for our lowest learners and motivate our middle learners. We also realized that we have been doing the workshop format in reading and writing for so many years, why have we waited for so long to try it in math!
Another important component of guided math is that children work together to solve problems and discuss their thinking. Learning is a social process and I have personally seen students gain more through talking and discussing.
For each unit in math, we divide our students into three groups based on their understanding of the current unit's content. Below describes a typical math day.
Mathematical Thinking (5-10 minutes)
We start each math period where students are given a problem to work through and discuss. They are placed in mixed-ability groups. This is where children have an opportunity to use their prior knowledge to help them discuss and understand current concepts that are being taught. This is more about the thinking process rather than the answer.
Mini Lesson (10-15 minutes)
Mini Lesson (10-15 minutes)
Once students have been given enough time to discuss their mathematical thinking, they are brought together on the carpet in the front of the room. During our mini lesson, we review past skills that have not yet been mastered. Following that, I provide students with an introduction to the day's lesson. I need to give them the necessary background information so that they are able to work independently or with the help of their peers.
Rotations (50-60 minutes)
Each student /group has an opportunity to meet with the teacher during this time. This is when the most explicit instruction takes place for students who are having a hard time understanding the concepts. This is also where guidance and support are given to those students who are grasping the concepts quickly. When students leave from their meeting with me, they are able to work independently to complete their work. If students finish their work before our time has ended, they are welcome to play a math game with another person who has finished. The math games that are provided in our Every Day Math series do a great job of reinforcing the concepts being taught.
Notebook Response/Share Time (5-10 minutes)
To conclude our math time, students are asked to respond to a question that directly relates to the focus of the lesson.
"Writing in math class supports learning because it requires students to organize, clarify and reflect on their ideas--all useful processes for making sense of mathematics." ~Marilyn Burns
The purpose of writing a response is to look for complete understanding and reinforce comprehension. Finally, it promotes class discussion. Students learn from one another's responses and might think.......hmmm, I didn't think of it that way!
Here are some of the things students learned during the first week of school. We spend a lot of time setting up routines so that our math class flows smoothly.
To conclude our math time, students are asked to respond to a question that directly relates to the focus of the lesson.
"Writing in math class supports learning because it requires students to organize, clarify and reflect on their ideas--all useful processes for making sense of mathematics." ~Marilyn Burns
The purpose of writing a response is to look for complete understanding and reinforce comprehension. Finally, it promotes class discussion. Students learn from one another's responses and might think.......hmmm, I didn't think of it that way!
Here are some of the things students learned during the first week of school. We spend a lot of time setting up routines so that our math class flows smoothly.
