Implementation:
For my project I implemented the Math Workshop Model. Math Workshop includes four main components. A focused mini lesson, guided group instruction (guided math), collaborative practice and independent practice. I implemented these four components of Math Workshop in my classroom to provide enrichment for my above level students, additional instruction, practice for my at-level students, and intervention for my students who were below grade level.
Math Workshop allowed me to use the gradual release model of teaching - “I do, we do, you do.” All students started out each day with a whole group lesson that was taught by me for 15 minutes. This laid a foundation for each of my students. The mini-lesson provided time for me to give direct instructional modeling to all my students. I would then meet with three groups each day in a small group format. During this time I was able to target instruction based upon my students' needs. The students were placed into groups based off of their MAP scores and topic pre-tests. These groups were fluid based on student growth and need of skills. If at any point I felt as though a student could benefit from moving up or down in a group the groups changed. Students not engaged with me in small group were provided with tasks for either independent or partner work. Independent work most days was a worksheet to practice the skill and show me accuracy of the lesson taught that day. When they were not at the teacher station or independently working, students were either at a Chrome Book station working on IXL or playing a toss-and-talk game with a partner. When a student fully understands a concept they can transfer knowledge to new contexts, apply concepts to different situations (worksheet, game, IXL), and look at problems from varied perspectives. Math workshop was an ideal forum for my class of learners to be able to construct their own understanding of a math concept through interactions with the content.
Reason for Implementation:
I decided to implement Math Workshop after looking at test scores, daily work and informal observations. My class showed a wide range of abilities. I had some students who were below grade level expectations, the majority at grade level, and a handful that were above. After I spent time reflecting, specifically on my Fall and Winter MAP scores, I realized I needed to differentiate my math instruction. When I compared the quintiles of Fall to Winter, the percent of students in the High category decreased by 13%, and the students in the Low Average category increased by 4%. I would like all of my students to show growth and move towards the higher quintiles.
Another reason I wanted to do Math Workshop was because it is a structure that allowed me to create differentiation for my range of abilities. Not only did I want to differentiate for my at-level students and high students, but also my below grade level students that were falling behind. I had three of my students participating in Math Club in the morning. They were placed in this because of daily performance and various test scores (topic and district). As a grade level our SMART Goal was to have all fourth graders pass their multiplication facts (3-12) by the end of the year. 2 out of 25 of my students were still on threes and 6 of my students had not made the progress we projected them to have by Quarter 2.
Implementation process:
Math Workshop was implemented during the morning of the instructional day. I taught whole group from 9:00-9:30. Guided Math was then from 10:25-11:00. Guided Math is a structue in which students meet with the teacher in a small group and are engaged with math content that meets their specific learning needs. Small group allowed me to provide instruction to all children where they enter and take them to the next level if they are ready. At this time I facilitated their learning through hands-on, scaffolded conversations and extra practice. The students who were not in my group were playing a game, completing extra practice on a worksheet, or working on IXL. Each rotation lasted about 12 minutes. Math Workshop was an ideal forum for me to use due to rich interactions, solving, speaking, justifying and explaining in three different contexts. The work of learning math-and the responsibility for doing so was on the students, and after all the purpose of teaching and learning mathematics is understanding. All of the rotations helped students develop strategies that would help them create meaning of mathematics themselves.
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