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DIFFERENTIATING MATH INSTRUCTION IN SECOND GRADE
Goals​
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Challenge students through differentiation and individualized instruction to help them reach their full potential in mathematics
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Incorporate engaging activities to increase student interest in mathematics
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Increase student achievement through the enhancement of fact fluency
What was implemented:
Differentiated small group instruction paired with reteaching strategies was implemented for six weeks. These strategies were chosen because of the research to support small group instruction as well as differentiated instruction. During my research, I found many studies in mathematics as a way to increase student achievement.
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Why it was implemented:
I implemented differentiated instruction because it is a research based strategy used to to reach students where they are. I incorporated a variety of strategies because I noticed a lack of skills such as fact fluency and weekly skills such as subtraction and word problems. I wanted my students to feel more confident in their math skills and gain the ability to apply these skills in future units and grades.
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When it was implemented:
In order to provide a variety of opportunities for students to practice their math skills, strategies were implemented in a variety of ways. Small group instruction was used weekly to meet students where they were and implement reteaching strategies. Attached is a tentative calendar of the time frame these strategies were implemented. ​
How it was implemented:
Differentiated instruction was implemented on a weekly basis through guided math instruction.
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Culturally Responsive Teaching:
Diverse and culturally responsive teaching was displayed in the following ways throughout the study:
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Students were strategically grouped to assist with both solution strategies as well as comprehension of story problems
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Relevant story problems that represented a variety of cultural backgrounds were utilized
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Weekly surveys were used to individually ask questions about strengths and weaknesses from the week
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Learning stations, incorporating games, were set up to deliver different forms of content to students at a variety of levels
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Parent involvement occurred through the use of take-home letters and Seesaw to share new content and student progress
Ability Grouping
These strategies were chosen because of the research to support small group instruction as well as differentiated instruction. During my research, I found many studies supporting the use of both differentiated instruction as well as ability grouping in mathematics as a way to increase student achievement. Some research showed opposing viewpoints on ability grouping due to the lack of flexibility. Contrary to this research, I was able to implement flexible ability grouping that changed depending on the focus skill of each week.
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Students participated in math games that were determined for their ability groups. I used the MAP learning continuum to identify what skills each ability group was developmentally ready to practice and created engaging games for them do so.
Below Average
This ability group practiced double digit addition and subtraction using number lines to help develop their number sense. Using the number line is a concrete way for them to see the numbers that they are solving with.
Average
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The average group practiced double digit addition and subtraction using the strategies we used in whole group lessons such as proof drawings, ungrouping, and ten sticks and ones. Once students solved the equation, they looked at the array of possible correct answers to check their work.
Above Average
The above average ability groups solved double digit addition and subtraction equations. When they solved, they did not have arrays of possible correct answers to choose from.
Reteaching Strategies
Reteaching strategies were implemented during small group time with the teacher. I incorporated the following reteaching strategies during this time:
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Strategies for double digit subtraction were modeled through the use of ten stick and one manipulatives, regrouping, and expanded form. The strategy that was taught was based off of student readiness. These strategies were taught explicitly through modeling and gradual release of responsibility during small group instruction.
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During these group meetings, I started by introducing the strategy and modeling how to solve the problem. Students then had the chance to practice using this strategy at the table utilizing tools such as whiteboards, providing me the chance to assess as they worked. I knew students were ready to move on within stations when they were able to use the strategy correctly on a given example.
Differentiation
Differentiated activities were included in both fact fluency practice as well as the way in which students reviewed skills that were introduced during the unit.
Fact Fluency
Students participated in fact fluency activities that were differentiated based on their fluency scores each week.
Review of skills
Students worked in differentiated review packets that included skills from the weeks prior in the unit. The above average packets provided extension of learning along with review of known skills.
Student Goal Setting
​Students set individual goals based on the following elements. These goals helped set a purpose for learning and provided motivation for students throughout the weeks.
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Fact fluency goals created and recorded in individualized fact fluency folders
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General goals for the skills of the week set through conversations with me. These goals were based on my anecdotal notes as well as their weekly surveys.
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