Strategies Used
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One rotation of the Math Workshop model was when students met with me to receive differentiated instruction in a small group for 15 minutes. Each student was placed in a small group at their appropriate instructional level. Through an ongoing intervention process, a student’s assignment to a particular ability group changed based on performance of improved competency and skill development.
During this phase of Math Workshop, students discussed with one another, myself, or worked independently. I was always actively engaged either with one student or a small group of students. Small group instruction allowed me to facilitate the students’ learning through scaffolding, hands-on activities and extra practice. |
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Another rotation of the Math Workshop model was playing a math game with a partner. Playing games with a partner gave students the opportunity to discuss mathematics with peers, resulting in better understanding of concepts. The purpose of gamification in the Math Workshop model was not only to increase partner work, but to consistently diversify content and its delivery, appealing to different learning styles.
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Technology was another station of the Math Workshop model. At this station students were working on independent skills using the IXL or Xtra Math online program on a computer.
IXL is a free, online math program specific to practicing grade level skills based on Nebraska state math standards. The skills assigned to the students at the technology station correlated to the math unit being taught. In addition, the Xtra Math program was implemented to increase the students' math fact fluency. The Xtra Math program is an online program that has district approval. It also served as a type of formative assessment throughout my study. Independent practice was another station of the Math Workshop model. During this rotation students independently completed a practice page of the specific skill taught that day. The practice pages were differentiated for each group as some students demonstrated they were in need of the re-teaching page while other students needed the extra practice page. After completing the practice page, some students were ready to be challenged further and were given the enrichment page.
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In the Math Workshop model, students would go to the independent practice station immediately after working with the teacher in skill groups. The above level group would start at the independent practice station without additional instruction from the teacher. When the above level group came to the teacher they were given extra practice or were provided with enrichment of the skill. Students received timely feedback on all independent practice work.
Research:
Literature Review:
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Students in any classroom differ in many ways. They enter the classroom with a range of differences including readiness, interests, and learning profiles. Through a thorough review of research, the Math Workshop model was cited as the format to best meet the individual needs of all learners. Because of this, my instruction was impacted by restructuring the entire math block into a mini lesson, small group rotations, and a closure. In addition, instruction was also impacted by implementing additional and frequent formative assessments in the form of Aimsweb progress monitoring, fact checks, etc. Finally, my instruction was impacted as the data used from formative assessments was immediately used for reteaching, and moving students to a more appropriate small group.
Please see a full literature review on the Effect of Math Workshop on Number Sense Relationships (left) for more information as to why these strategies were selected. |