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ACTION PLAN
Differentiation of instruction
For my study, I implemented differentiated math instruction in order to meet the diverse needs of my students. The three main components of differentiated math instruction included a whole group mini lesson, individualized small group instruction, and workstations. These components were chosen to provide all students with instruction that allowed them to work within their zone of proximal development. My students were flexibly grouped based on their ability according to pre-assessments, observations, and formative data. Prior to beginning this study, whole group instruction was not benefiting all of my students, as supported by data. In order for all of my students to succeed and strive, I decided to implement differentiated math instruction through guided math rotations. Through these rotations, my students had the opportunity to practice important skills such as critical thinking, cooperative learning, and problem solving all while receiving instruction designed specifically for them and their level.
Whole-group mini lesson
My differentiated math block began with a 15-minute mini lesson. The purpose of this mini lesson was to provide students with a surface level understanding of the math concept being taught that day. The mini lesson was the first step in the process of gradual release. During this portion of the lesson, my role was to facilitate and guide the learning of my students. I chose the mini lesson model due to the student disengagement I experienced when teaching 60-minute whole-group lessons. Whole-group instruction is directed for on-level understanding, which would only target about 1/3 of my students. The implementation of mini lessons allowed me to hold the attention and focus from my students for the entirety of the lesson.
Guided math rotations
During the guided math rotations, my students rotated through meeting with the teacher, independent practice, and switching between either an iPad/technology station or workstations. When they were meeting with the teacher, they received differentiated instruction that best met the needs of the students in that particular group. I met with each group for approximately 15-20 minutes. I pulled my below-level students first and provided them with intervention-based instruction, step-by-step guidance, and manipulatives to aid them in solving problems. I met with my on-level students second and provided them with extra practice and support while solving problems. My above-level students were pulled last and received enriched instruction and practice from me and a school-wide math interventionist. Each group received a focused lesson designed for their needs and learning styles. In small groups I incorporated white boards, manipulatives, and technology to support my students in understanding the math concepts. I chose to implement small group instruction into my guided math rotations because of the wide range of ability levels my students showcased on the MAP test and the unit pre-assessment. I also used flexible grouping throughout the unit, which meant students’ assignment to a group could change based on performance and improved competency and skill development. According to my research, flexible grouping leads to higher achievement because students are given the opportunity to learn at their level while being provided with the support they need to reach higher levels (Craft and Benders, 2016).
Independent practice
During the independent practice rotation, students interacted with problems that focused on the daily skills they learned during their small group instruction time. Independent practice included worksheets or other activities. Worksheets were chunked or differentiated for each individual based on ability levels. This rotation allowed students to take what they learned and practiced during their small group instruction, and apply this new knowledge independently. It also allowed me to formatively assess my students and provide them with curated instruction for the next day.
Workstations
During the workstation rotation, students were either able to play games to enforce multiplication fact fluency with partners from their small group or be engaged in math instruction on their iPad through the use of educational applications. If they were not on their iPad, each group was given a game to practice division or multiplication for the facts they had not mastered based on pre-assessment data. Because the above-level students demonstrated mastery of their multiplication facts, they were pulled and participated in a workstation designed by the math specialist in our building where they could receive enriched instruction. According to my research, this piece of collaboration, mathematical conversation, and games helps students develop a deeper understanding of a particular skill and create a community of learners in our classroom (Ensign, 2012).
If they were on their iPad, students engaged in math concepts through educational applications such as Edmentum, Freckle, Khan Academy, or XtraMath. Edmentum is an application that curates lessons based on skills students have not mastered according to their MAP data. The other educational applications provide students with differentiated instruction that is designed specifically for them and their ability. This made it possible to differentiate and enrich all my students in developmentally appropriate content. The math practice students received on the iPads was not necessarily directly related to the concept of the day, but aligned with the skills they needed extra practice and assistance on.
Why were these strategies best for the population outlined in the rationale?
The incorporation of small group differentiated instruction was best for the individuals in my classroom because of the wide range of ability levels showcased.. Not all of my students’ needs were being met in a whole group math lesson. This whole group instruction time was not enough to provide intervention for my students performing below level, while also enriching my students above grade level. My students above level were becoming bored and exhibited behavioral issues such as blurting out, distracting others, and displaying off-task behaviors. My struggling students had difficulty understanding concepts and the pacing was too fast for them, which led them to fall even further behind. By implementing a shorter mini lesson, my high achieving students were able stay on-task, my on-level students were engaged and participating, and my below level students felt supported and not overwhelmed.
When was it implemented?
When was it implemented?
My differentiated math instruction was implemented in the beginning of the day when we returned from either P.E., music, library, art, or guidance depending on the day. A whole group mini lesson was taught from 9:10-9:30 a.m.. Guided math rotations took up the remainder of the block, from 9:30-10:30 a.m., followed by a wrap-up and the occasional exit ticket to guide me in planning for the following day. The guided math rotations were made up of small group instruction, independent work, workstations, and a technology/iPad station. These stations were selected to engage students with content in a hands-on way while also providing students with individualized instruction designed to support their diverse learning needs.
Action Plan Calendar
How were diverse learning needs addressed throughout the study?
An overarching theme throughout this study was differentiation. In the guided math rotation model, differentiation was applied to increase achievement and engagement from the students. The ability groups were formed and remained flexible based on data collected throughout the study through observations and assessments, both formative and summative. During small group instruction I adapted content to effectively meet the needs of my students through differentiating the lessons being taught from group to group. I was able to select objectives that were developmentally appropriate for the abilities in each group, and identify strategies to match the needs and strengths of each individual.
Each small group lesson was determined and tailored to meet individual student needs by using pre-assessment data, MAP data, independent practice, and observations. By using MAP data to help me formulate groups and design lessons, I ensured my instruction was differentiated and targeted for each individual. The independent practice page was differentiated based on observations from the day before or within small group instruction. Students occasionally received the same worksheet; however, it was modified or simplified based on the group. When the groups completed different practice pages, they were differentiated either by difficulty of the questions or by supports provided on the page. For example, when we were learning about adding and subtracting fractions, my below level group was given a practice page with models to assist them on this topic, while my on-level and above level groups received the page with no model. Because I met with my above level students after they completed their practice page, they brought it with them to their group. I adjusted my lesson for this group based on their performance on the practice page. The use of educational applications as one of our rotations ensured all students were interacting with information that was developmentally appropriate for their content knowledge. Students were on iPads two to three times a week in place of the workstation. I was able to access data from these applications as another piece of information to make sure my students were being successful and as a tool to identify areas of growth to address during our small group instruction time.
Culturally Responsive
The differentiated math instruction model fostered a culturally responsive classroom environment. Students were positively impacted through increased achievement and engagement. The differentiated math instruction and guided math model addressed equity and accessibility for all students through small group instruction that was designed with their specific and diverse learning needs and styles in mind. Students in the small group setting were able to view multiple perspectives and strategies from their peers. Through collaboration in the workstations, students gained insight on different problem solving techniques, thus widening their understanding of the math concepts. Through math talk in both the whole group and small group settings, students discovered that each of them had a unique way of approaching and solving a problem, while still getting the correct answer. The guided math rotation model fostered equity because each student was presented with content in a way that allowed them to work within their zone of proximal development. All students were respected by creating a culture of error in small group instruction and whole group mini lessons.
Stakeholders
Over the course of my action research stakeholders played an important role. I utilized and collaborated with stakeholders, both internally and externally, in order to collect data, transform the learning environment, and provide my students with effective strategies to enhance engagement and achievement. For more details as to how I specifically collaborated with these stakeholders, refer to the professional growth section within the reflection tab.
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Internal
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Grade Level Partner
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School Math Interventionist
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School Instructional Coach/Mentor
External
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Cadre Peers
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University Capstone Instructors
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University Professors
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