What impact will implementing a balanced math approach have on my second grade students’ achievement during math block?

Seminar Title

What impact will implementing a balanced math approach have on my second grade students’ achievement during math block?

Using flexible grouping, tiered independent tasks, and whole-group mini-lessons to meet the needs of all math learners

2nd Grade

Elementary

Mathematics

Reading

Math Daily 3, Guided Math, Math Workstations, Centers, Math Workshop… How many different math structures have you tried in search of the “perfect” way to structure and teach math in order to meet the unique needs of all students? What are the essential and necessary components of math instruction? I am excited to share you don’t have to choose just one approach. Through a combination of the essential elements behind each of these approaches, I have found a way to structure a math block that is engaging and exciting to students, and also maximizes student achievement. Utilizing continuous assessment, small group instruction, and empowering students to work as independent learners has made a powerful impact on math achievement in my classroom. I feel that my research is relevant to elementary-aged classrooms, and can be adaptable to other content areas. If you are looking for an opportunity to engage in a deep discussion about best practices in structuring your math block and see our math block in action, this is the session for you!

What impact will implementing a balanced math approach have on my second grade students’ achievement during math block? The sensed need that I chose to center the basis of my research on was: Why am I not meeting the needs of all learners during math block? In a review of literature, I came across a variety of authors and research supporting flexible grouping, tiered math tasks, and short bursts of whole group instruction to create a balanced math approach. As a result of my literature review, the elements of research that I implemented into my math block included: whole group focus lessons (to expose all students to grade-level material), flexible groups (created by using pretests and formative assessment data), and tiered Math by Myself tasks. These pieces include a combination of the Guided Math and Math Daily 3 approach, as well as the essential pieces of a balanced math block that I found throughout the course of research. Assessment of the ways these changes made a difference in student achievement include: student surveys given before and after implementation, AIMSweb math data, pre/post tests for specific math units, and anecdotal notes taken in CCPensieve including student observations, skill developments, and needs. Through my research I have learned how to structure my math time to utilize and incorporate the elements essential to meeting student needs and increasing student achievement. Through the use of continuous assessment, small group instruction, and students working as independent learners over the course of two math units, all but one of my students met or exceeded the grade level standards for place value. Likewise, all twenty-six of my students met or exceeded the grade level standards for geometry. I have found that my lowest group of students made significant gains in mastering prerequisite skills to grade level standards, as well as continuing on to master grade level standards. I am also finding that flexibility is necessary in regards to creating a balanced math approach. With many unplanned variables that entered the school day such as student needs, assemblies, late starts, and schedule changes, it was necessary and okay to adapt the amount of groups I met with on individual days and vary the structure of math on certain days. As a result of the implementation of the essential elements of a balanced math approach, I am going to continue to utilize and structure math in this format. I will continue to employ the use of continuous assessment to monitor student needs and make adjustments and additions to my math block, as needed.