How will the use of differentiated guided math stations impact third grade student achievement?

Seminar Title

How will the use of differentiated guided math stations impact third grade student achievement?

Differentiated Guided Math Stations

3rd Grade

Elementary

Mathematics

Language Arts

Do you ever look at your class list and wonder how you will meet the needs of all of your students? As teachers, we are working with students that are coming from many different backgrounds and whom all learn differently. It has been my goal to create a math environment that meets students at their learning level. Through the use of differentiated math stations and guided math teacher time, I was able to meet my third grade students at their learning level. If you are wondering how to create flexible learning groups and run guided math stations, this session will provide that information for you.

Students are coming to school from so many different backgrounds and experiences. Each student is expected to learn the same Minnesota State Standards. With all the different types of learners, educators are forced to choose the best way to instruct students in the discipline of math. Teachers have the decision of whether teacher centered whole group learning or learner centered small group learning is the best way to meet the students needs when teaching math. I took the time to see if a learner centered small group setting would increase my students achievement in math. It was important when starting guided math stations in my classroom that we had a sense of community and clear classroom expectations. The use of pre-assessments have become very useful in the planning of my guided math stations and instruction. I use the pre-assessments to create flexible groups. I am able to have students who are above, at, and below grade level content. From those groups and the pre-assessments, I was able to plan games, seat work, and teacher time activities. I was able to meet students in the group at their learning level. I took the time to collect data from post-assessments. I compared these results to last years students scores. In four out of the five units this years class had a higher average. I also looked at other third grade classroom averages this year who were teaching with whole group teacher centered learning. A final data point I used was students NWEA scores. I took a look at overall student growth between the two school years. As a result of my interest in seeing how differentiated guided math stations impacted student achievement, I am going to continue using pre-assessments as a guide to grouping and planning. In addition, I will be seeking more ideas and resources to improve the content of each of my stations.