Rationale:
When reflecting on my class’s Fall Measure of Academic Progress (MAP) scores, I realized how diverse my learners’ needs were. MAP assessments are used to measure a student’s growth in different contents areas over time. MAP assessments, joined with other data points, provide detailed, actionable data about where each student is on his or her unique learning path. MAP tests are based on a continuum of skills in mathematics and reading from low skill levels to high skill levels. The range of my students’ Fall MAP Math results was from below-average to above-average scores. The percent of students who scored in the below-average and average category on the Fall MAP test was 29%. By differentiating my instruction, I was certain that I could meet the needs of those students by checking on their progress. I also differentiated instruction by providing them with supplemental opportunities to practice math concepts and skills. The percent of students who scored in the above-average category on the Fall MAP test was 71%. The needs of my above-average level students could be met by challenging them and keeping them active in problem solving with tasks such as brain teasers. For the students who scored proficient for their grade level in math, my goal was for them to maintain or progress towards the higher quintiles.
Another purpose for implementing differentiated math instruction in small groups was to give myself time to observe and assess each individual student based on their individual needs. Through formal observations and daily coursework, some of my students demonstrated they were in need of extra guidance and reteaching while other students needed supplemental opportunities to practice math concepts and skills. There were also students who were ready to be challenged further. My observations demonstrated the various needs in my classroom. Each student is a unique individual whose learning style and attitudes may reveal his or her strengths and challenges. Differentiated instruction gave me the opportunity to observe and assess each individual student based on their individual needs. Taking time to listen to each student, and to observe them in the classroom setting during math instruction served as valuable tools for me in assessing their individual learning styles and attitudes. In addition, my students completed a student disposition survey which informed me that some of my students were not excited about math. Information gathered from student dispositions, along with my observations during math instruction, revealed the need of differentiation to increase student excitement and engagement.
Number sense is an important mathematical concept in all grade levels. Number sense encourages students to think flexibly and promotes confidence with numbers. Some of my students lacked confidence in developing their own strategies for solving problems, so it was necessary to teach them how to “make friends with numbers.” As a grade level, one of our goals was to have all third graders receive their multiplication license by passing math facts (1-10) by the end of Quarter 2. Out of a total of 21 students, 1 student was still on level 3 and 12 of my students had not received their license by the end of Quarter 2. Students come to understand that numbers are meaningful and outcomes are reasonable and expected when they develop their skills in the area of number sense and relationships. Students who lack a strong number sense will have trouble developing the foundation needed for even simple arithmetic, let alone more complex mathematics. It is essential for students to make sense of what numbers mean, understand their relationship to one another, be able to perform mental math, understand symbolic representations, and use those numbers in real world situations. By addressing number sense within the guided math structure, students were given specific and targeted practice to build their overall mathematical knowledge in these areas, which serves as the foundation for continued success in math.