Action Plan
Differentiation of Instruction
For my study, I implemented guided math in order to meet the diverse needs of the students in my classroom. Research has shown that guided math is an effective mode of instruction that allows teachers to target their instruction based on students’ varying achievement levels (Benders & Craft, 2016). Research also suggests that targeted small group instruction saves time in the long run by meeting students where they are at on the learning continuum (Burton, 2010; Mainini & Banes, 2017). MAP data collected in the fall and winter showed that very few of my students were in what was considered to be the average range in the area of mathematics. Most students were either below average or above average. Therefore, the majority of the grade level curriculum was not sufficient to meet their needs. However, it should be noted that while several students in my class scored in the high average and high ranges on the MAP math assessment, many were ready to develop skills pertaining to adding and subtracting within 20 as well as finding unknowns in addition and subtraction problems up to 20. It was for this reason that many of my high average students were practicing these skills considered to be on-level. The students who were the most advanced and required more of a challenge made up my high group based on both MAP data and the pretest given. In addition to implementing guided math, differentiated math games were introduced and played within small groups. These games were also played when I was not meeting with students in small groups to reinforce concepts that correlated with their achievement levels.
At the beginning of the study, the first full week of February, I gave a pre-test that was identical to the Unit 5 test that students would take toward the beginning of March, after we had covered all of the content within the unit. Within that time frame, we focused on adding and subtracting within 20 prior to moving onto finding relationships and patterns with place value. In addition to whole group instruction, over the course of the study, I met with each of my five math groups an average of once or twice a week in order to practice weekly math concepts and objectives correlated to our curriculum as well as skills that students were ready to develop based on their MAP test data. However, it should be noted that although I planned to meet with one group a day, there would be certain days when paraprofessionals were in my room to work with students. Further, every Tuesday and Thursday, four students were pulled to work with another teacher on curricular math goals and MAP skills for 20 minutes at a time. As reflected on the calendar, there was also one day during the unit that was dedicated to small group differentiation. On Quick Quiz days and review days I had more time to meet with small groups due to there not being a whole group lesson. In one study, a teacher identified 11 of her students struggling with concepts of time, based on their MAP results. As a result, she provided targeted instruction in order to develop their understanding which led to significant growth based on the results of the post-test (Benders & Craft, 2016). While I was gathering research on improving math achievement, I noticed there were limited studies conducted on the effect of guided math instruction on gifted students. It is for this reason that I chose to focus on gathering additional data from guided math instruction for the students who already knew a majority of the content to be covered in Unit 5 of our curriculum based on pre-test results. I continued to use guided math groups to provide on-level and below-level students with additional practice. Due to the fact that we covered concepts such as place value and addition and subtraction within 20, I introduced and reinforced similar concepts that were on the MAP learning continuum for students who performed exceptionally well on the pre-test.
As I met with students in small groups, other students practiced MAP skills on iPads or laptops, played math games, or worked on independent activities. Within small groups, mathematical content was reinforced through math talks, since research has found that learning can be more meaningful when students engage in mathematical discussions (Flick & Kuchey, 2015). These discussions provided me with additional insight as to levels of understandings and also provided students with more ownership of their learning. In addition to number talks, I introduced differentiated math games and activities that students utilized to practice concepts independently or in small groups when they were not meeting with me. Introducing these games in small groups allowed me to observe whether or not students knew how to play the games correctly and provided additional opportunities to observe math talks in action. Math games have been shown to benefit all learners and can easily be modified, and as such, the use of games was observed in order to monitor if they increased students’ mathematics achievement in addition to the strategies already noted (Buchheister, Jackson, and Taylor, 2017).
As noted and can be viewed on the calendar, I met with five groups (color-coded for reference). Each group met with an average of once or twice a week. Furthermore, I had three groups that were considered my high average students based on MAP data. It could have been possible to meet with all 3 at once if they were focusing on similar skills; however, I did not believe this would have provided them with the individualized attention that they needed. At times, it was necessary due to a lack of time with snow days. Although the grade level curriculum consisted of lessons targeting instruction for on-level, or average, student achievement levels, I chose to reinforce much of the grade level content because it is something that was in their learning continuum. For example, adding and subtracting within 20 and finding unknowns in story problems within 20 was a skill that many of the students in these purple groups were focusing on. However, it should be noted that while my plan was to reinforce concepts covered in our math unit, the focus may have been adjusted per group based on MAP and individual student needs. These groups had similar needs, but this did not mean they would all require the exact same instruction. For example, group 4 was one of the groups that consisted of my next highest group of students. Although this group was not practicing 2nd-4th-grade level skills as group 5 was, these students had shown that they tended to pick up math concepts quickly and did not need a lot of review with skills we practiced during whole group. Therefore, based on MAP data, I introduced and practiced skills such as finding ten more or ten less than a number up to 1,000 rather than within 120 as well as addition and subtraction within 100. Additionally, I had paraprofessionals work with my intervention group more often than other groups because they needed to practice building their skills more frequently than their peers. Other groups picked up on whole group lessons more quickly and therefore, did not need as much additional practice.
Culturally Responsive Practices
During the implementation of this study, culturally responsive practices were used to positively impact student learning. For example, the use of differentiated groups in guided math instruction fostered equity by meeting students where they were in their learning rather than practicing and reinforcing content that was either too easy or too difficult. Additionally, individualized MAP data was utilized to target and reinforce skills that complemented what we were learning in the classroom. It was critical to analyze both curricular data and MAP data when covering different strands, such as number sense and algebra, due to the fact that students may have excelled at one but needed more assistance with the other. The use of differentiated groups also allowed for more accessibility because I could easily make accommodations for kids based on their different learning styles in addition to making accommodations based on their current achievement level. For instance, using manipulatives in math provided students with an additional way to model their thinking. A hands-on approach was also more likely to engage students in the learning process. Due to the fact that much of the whole group instruction and guided math instruction occurred at our classroom rug, there was a large amount of space if students needed more room. Furthermore, students could move closer to the board as necessary if they have difficulty seeing or hearing the instruction.
After evaluating the literature, multiple educators have recommended the use of strategies such as guided math, math games, math talks, and progress monitoring to support differentiated instruction in the area of mathematics. For example, guided math has been found to support students’ learning based on their achievement levels. As already noted, one study found the use of targeting skills based on MAP data to be highly effective. Additionally, the use of guided math is found to be more engaging because students have more personalized attention from the teacher. As previously noted, targeting specific skills based on MAP data has been found to be beneficial in increasing student understanding of these skills. It is for this reason that I targeted specific skills on the learning continuum for my students in addition to our grade level curriculum. Unfortunately, as already noted before, there is a large emphasis on whole group instruction with our current math curriculum. Therefore, after discussion with my three grade-level teammates, it is typically only possible to meet with one small group a day. Although this is not ideal, we use additional teachers and paraprofessionals whenever possible to provide additional support for students. In addition to guided math, math games were used to engage learners. These games were differentiated and reinforced skills based on student achievement levels. I had considered using differentiated games in my classroom before; however, I was not sure how I would manage them. After speaking with my teammate who was also a representative on the Mathematical Mindset team in our district, I planned on using colored stickers or tubs to do so. Throughout the unit, students also had a choice regarding which games that they could play, especially during our review days. Many educators have found that involving students was more motivating when it came to increasing their achievement levels. Therefore, I not only provided students with continuous feedback, but also involved them in goal-setting and discussing their growth over time as well. During guided math groups, I also utilized math talks. Many studies highlighted the benefits associated with students engaging in mathematical discourse, especially when students engage in this discourse with one another as opposed to simply providing an answer to a question. Math talks were also a big focus in the district a few years ago due to the benefits they provide for students and continue to be highlighted throughout lessons in our math curriculum. As a result, my teammates encouraged me to use basic sentence stems in my classroom to help guide students’ conversations in order to develop a deeper level of thinking and mathematical discourse in my classroom. Through the use of math talks, multiple student perspectives were supported. In mathematics instruction, there are a variety of ways to solve math problems and hearing peers’ thoughts and ideas benefited each individual student's understanding. Additionally, some strategies are more efficient than others, and therefore, making new connections and testing new strategies will benefit students. However, in order to support multiple perspectives effectively, it was critical to set expectations and guidelines with students when introducing math talks, or number talks. Creating a classroom environment that fosters respect of one another leads to higher achievement.
Collaboration
Over the course of this study, I collaborated with a variety of internal and external stakeholders to increase the varying mathematics achievement levels of my students. For example, during my weekly plan time with my grade level teammates, I shared math plans for the following week and asked for additional feedback and ideas. Due to the varying levels of my students, I collaborated with other grade level teachers as well in order to better understand how curriculum is presented at different levels. In addition to collaborating with building teachers, I shared my plan on improving students’ mathematical achievement with my building principal. Twice a week, I also had additional help from paraprofessionals during our math block. These two adults worked with students to increase their understanding of concepts being covered in our mathematics curriculum. During my study, I collaborated with external stakeholders such as my CADRE associate as well. Once a week, my CADRE associate came in to assist me in my classroom. Therefore, this is one other adult that was able to work with students to increase their mathematics achievement and communicate findings with me so I could make adjustments to instruction, based on their needs. Additionally, I collaborated with my UNO professors and CADRE peers in order to determine how to collect data to monitor student achievement in my classroom. Throughout the implementation of the study, I communicated with them in order to gather new insight and ideas, especially those of my peers who also conducted research on the effects of guided math.