Write Up
*Action Plan Important Pieces
Research Supported Strategies
My research supported a math workshop model. I liked the idea of meeting with differentiated groups and giving each group what they needed in order to understand the concept and be successful. Guided math allowed students to have more individualized support. I also wanted to give my students multiple repetitions to build their knowledge of the concept. By having different rotations in place, my students were getting multiple opportunities to practice. Research suggested that when students are working with peers in a group setting, learning can be enhanced. Students can also learn a lot through play. That is why I had a rotation that was hands-on and was tied to the skill we were learning.
Research also says that technology can enhance fluency skills when using the right program. When used skillfully and practiced by the students, technology can be of a valuable assistance in the classroom. When also researching, there were several sources that supported Cover-Copy-Compare. CCC uses quick, repetitive patterns for students to build their fluency. CCC has been shown to enhance math-fact skill development at both the acquisition and fluency stage. Simple flash cards have also been supported through research. However, teachers are supposed to use caution on timing students when completing their flashcards. Emphasis on time can make students nervous and some students do not do well under the pressure.
Differentiated Instruction
My students were placed in guided math groups based on ability level. I grouped my students in approaching level, on-level, and above level. I taught to enhance my students' understanding based on the skill or concept of the day and/or week. I differentiated based on the needs of my groups. My approaching level students needed intensive support where I provided manipulatives and more guidance to the group. I often re-taught using different strategies. My on-level students still used manipulatives and my guidance, but were completing on-level activities. My above level students were exploring in different ways to solve a problem and were challenged to be more independent thinkers.
My students also received differentiated work pages that they independently worked on at their seats. The three pages were: reteaching, practice, and enrichment. Students received these leveled pages based on their skill groupings.
Students also had different levels of flash cards based on the pre-assessment fact sheet I gave all students. I had some students who started on +0 and others on +8. These students received their own flash cards based on the assessment that was given.
Diverse Learning Needs
I created a classroom environment that respected differences. I held all my students to the same high standards. I engaged my students in rich conversations and activities, which led to motivation. My students respected each others' differences and we were open enough to talk through them. When questions were asked, we talked through our thoughts and feelings so my students had a deeper understanding. I supported my students’ beliefs and used them to impact their learning.
I had about 5-6 students who struggled in math and needed intensive support. I had 11-12 students who were on-level and could understand a new concept with practice. I then had 4 students who were above grade level and needed a challenge. My diverse learners received whole group instruction, but also got to collaborate with their peers around them. They then received guided instruction where I was explicit in my teaching to make it meaningful to all students.
In my classroom, we did a lot of think, pair, share. My students were asked a question and they had the opportunity to share with a partner their thoughts and answers. This allowed them to see different viewpoints to their own. I asked multiple students their opinion and then we dissected their answers. I also taught using visuals, manipulatives, sounds, and action. I tried to give my students multiple ways to learn a concept.