Guided Math Workshop was implemented because my students needed differentiation within the math block. The enrichment students needed more of a challenge with each skill whereas my struggling students needed each concept or skill broken down to its simplest form. The differentiated stations allowed the students to get what they needed while giving me a chance to work closely with each group. 

 

In the Guided Math Workshop, differentiation was applied to enhance individual learning through the fluid performance groups. These groups were formed based on test scores from topic tests (pre and posttest scores), observations by the teacher, and AIMSweb data. Differentiated instruction was applied during the small group guided math station with the teacher. I adapted instruction to meet the needs of the students in the small group I was working with. Enrichment instruction was given to students who were performing above grade level. Additional practice was given to students who were performing at a first grade level. Support, manipulatives, and extra strategies were given to students performing below grade level. Differentiation was also included within the independent work. The worksheet or activity that was given to the students for extra practice was at an appropriate level for each student. 

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Differentiated stations were the best for the population outlined in the rationale because of the vast range of student achievement I had in my classroom. Student needs were not being met with the whole group instruction I had been doing. The higher achieving students were often bored and disengaged during whole group math instruction. The struggling students had difficulty understanding the concepts and keeping up with the pace of the curriculum. By using differentiated math stations, the students were met at their academic level.