Strategies Used:

One rotation of the guided math workshop was when the students met with the teacher for 15 minutes in differentiated groups. During this time, students received additional practice with the skill being taught that day. Each group learned the same concept, but the instruction was tailored to the needs of the group. These groups were formed based on topic pretest scores and AIMSweb data. In small groups, we used the daily math mats, manipulatives, and white boards to practice the daily skill.

Another rotation of the guided math workshop was a game station where students played math games with a partner. Each group had games that were differentiated to the level of the groups. This station allowed students to construct their own mathematical understanding through rich interactions with peers.

Independent Practice

The last rotation of the guided math workshop model was the independent practice station. During this rotation, students practiced the skill on the daily math mat. Once the students were finished with the daily math mat, the students completed differentiated worksheets. This rotation allowed students to practice the skill independently and I could see which students needed extra support as well as which students needed a challenge.

Research

Literature Review

In a differentiated classroom, student readiness, interest and learning profile shape the instruction in contrast to the traditional classroom, where coverage of textbooks and curriculum guides drive the instruction. Differentiation is one of the strengths that are included within a Guided Math Workshop and is defined as creating and modifying instructional approaches that will address the diversity of student needs. Differentiation can include forms of instruction, strategies being taught and used, interactions, grouping strategies, etc. Each of these forms of differentiation are common within a Guided Math Workshop.