I have kids at different instructional & independent levels in my classroom. I have students who need support in mathematics and varying degrees with no additional teacher support in my classroom.
Step 1: I will split my class into three math groups (mixed ability groups)
Step 2: Students will receive Core Instruction within one of three small groups rather than one large whole group.
Step 3: Students who aren't in small group with engage in an adaptive math software or additional math practice station daily.
Step 4: I will use the scales and informally monitor student understanding of the skills on a daily basis.
Step 5: I will analyze data from small group instruction and math software to adjust instruction
Reflection & Findings:
Reflection 1: February 16, 2017
My student data is telling me my kids need extra support in mathematics. I see a great need for differentiating the skill practice for my students. The data also shows me how students have a wide variety of needs, abilities, skills, and deficits.
I have been working to acquire an adaptive math software and some additional devices to better meet the needs of each student individually. I have been met with roadblocks. One of them being the amount of time it has taken to purchase & receive the materials. I am hoping to soon have the resources in my student’s hands and begin my journey.
I have seen success with some of my students, when they began using a free version of an adaptive math software but the usage has been on a random basis because of limited access to technology. I hope to see more students effected in a positive way when the chosen software is received and I am able to be using it on a consistent basis.
Reflection 2: April 20, 2017
The data is telling me that I have a wide range of abilities and motivation in mathematics. I am working on establishing flexible grouping based on informal assessment from the day and also the data provided to me by the math software. I can see from the software data that I need to establish more personal accountability or goal setting component to the math software because I have a couple students who are showing me in the classroom different (higher) math knowledge then they are showing me on the software.
I now have the math software up and running and the students are working on the software on a daily basis. I also had my devices delivered so students have more access to the technology and are more consistently able to access the math software.
My biggest roadblock is scheduling. I have students getting pulled out at different times all throughout the day and no matter how much I rearrange my schedule I feel like someone is missing something essential to their learning.
I have found success with students’ independent level when working on math software. At first the students were very reluctant to get on the software and try things out but now they are willing to try things with the math program and they are enjoying completing sections of the program and moving on to “hard math”.