Purpose Statement
The purpose of my study was to determine if differentiation using a Math Workshop model impacts student achievement in number sense.
Background Information for the Research Study
Math Workshop Structure
The Math Workshop model followed the gradual release model: "I do, we do, you do." Students participated in a 10 minute whole-class mini lesson during which new math content was introduced. Within the mini lesson, I extended previous learning, modeled particular skills, generated questions, and/or introduced new strategies.
After the mini lesson, we began Guided Math where students broke into small groups for an extended work session in which they practiced:
1) the new math skills taught that day,
2) built their problem solving skills by solving performance tasks,
3) got hands-on math practice,
4) used technology to practice math skills, and
5) received differentiated instruction from the teacher.
As one small group met with me, the other students were actively engaged in math stations either playing a game with a partner, working on related skills on IXL or independently practicing the skill at their seat. Each small group met with me for 15 minutes. Small groups of students were based off of their topic Pre-Tests and MAP data. During the last 5 minutes of Math Workshop, I provided a whole-class closure (ie: partner share out) to give the students the opportunity to reflect on what they did and learned that day verbally or in writing.
The Math Workshop model followed the gradual release model: "I do, we do, you do." Students participated in a 10 minute whole-class mini lesson during which new math content was introduced. Within the mini lesson, I extended previous learning, modeled particular skills, generated questions, and/or introduced new strategies.
After the mini lesson, we began Guided Math where students broke into small groups for an extended work session in which they practiced:
1) the new math skills taught that day,
2) built their problem solving skills by solving performance tasks,
3) got hands-on math practice,
4) used technology to practice math skills, and
5) received differentiated instruction from the teacher.
As one small group met with me, the other students were actively engaged in math stations either playing a game with a partner, working on related skills on IXL or independently practicing the skill at their seat. Each small group met with me for 15 minutes. Small groups of students were based off of their topic Pre-Tests and MAP data. During the last 5 minutes of Math Workshop, I provided a whole-class closure (ie: partner share out) to give the students the opportunity to reflect on what they did and learned that day verbally or in writing.