Purposeful Math Instruction for All Students
Though not all of us teach in combination classrooms (two or more grade levels in one classroom), every classroom consists of students with a variety of skill levels. In this sense, all of us teach in combination classrooms!
While teaching a combined classroom, I put together a number of best teaching practices into a “workshop” format. This model can be used to teach students from multiple grades or with multiple skill levels within the same classroom.
The workshop model provides a way to teach students math by using differentiated learning techniques and providing activities that support various learning styles. It is an effective way to teach math in the classroom. It allows all levels/grades to be taught at the same time. Students receive a math lesson, additional guided math practice with the teacher, independent work time on assignments, and review and practice (using worksheets, blackline masters, games, and other resources) by participating in math workstations or learning centers. Students spend their time wisely and have a schedule to follow.
The basic math workshop model includes an opening session where direct instruction is given and math journals are utilized, a work session where independent practice takes place, and a closing session where strategies are discussed, misconceptions are addressed, and concepts are reviewed.
The opening session covers the introduction and directed- instruction parts of the lesson.This section will vary in duration, depending on the length of the lesson (usually around twenty minutes).
The middle (or rotation) sessions provide opportunities for students to work independently on assignments, with a partner in math workstations, or in small groups conferencing with the teacher. During this time, the teacher facilitates instruction by meeting with small groups to guide them or assess their progress.The instruction is tailored to grade level and/or ability level.The small-group session allows the teacher to remediate instruction for those who need it or extend the lesson for those in the higher grades or ability levels.The teacher may also individually confer with students, posing questions to redirect student thinking or deepen student understanding where applicable. During this work period, the teacher is observing the strategies students are using and noting misconceptions that need to be a focus during the closing session.
The closing session is a whole-group session.The teacher summarizes the concepts/objectives that are the day’s focus (and if possible connects them to concepts studied earlier), lays any groundwork for concepts that will be studied next, assigns homework, and addresses and corrects misconceptions and miscalculations.The teacher may even have a student share a strategy that did not work and have the class analyze it to determine why it was unsuccessful.
Here is a basic rotation schedule I have used in my 5th and 6th combined-grade classroom and recently with 5th graders grouped by ability levels. The class is usually divided into three groups by grades and/or ability levels. Each session lasts about 10 minutes.
Group A
- 1st rotation: work with teacher
- 2nd rotation: work at math stations
- 3rd rotation : work on assignment
Group B
- 1st rotation: work on assignment
- 2nd rotation: work with teacher
- 3rd rotation: work at math stations
Group C
- 1st rotation: work at math stations
- 2nd rotation: work on assignment
- 3rd rotation: work with teacher
Following are a few things to consider:
Groups can or may change daily depending on need. Math workshop can be a classroom management nightmare! Lay down the “law” and teach procedures before you ever begin. Have a plan for how to deal with kids who get stuck on their assignments and need help while the teacher is working with a group, or how to manage those students that just cannot handle the freedom of math workshop.
Planning is essential. You are the master teacher, so do what is best for your students with the resources you have. Monitor and adjust plans as needed—daily, sometimes even in the middle of math workshop! Try to include problem solving, skill practice, and review on a daily basis. Make assessment a part of your daily habit, and always have a predictable routine.
This may seem extremely daunting. It took me years to create, refine, and tweak my math workshop model, and I am still changing it! Start with what you have and can comfortably manage. Also remember to consult other teachers for help and suggestions.
Challenging? Yes, but you will find ways to develop lessons for the students (or grades) to whom you are not providing direct instruction.When you are well organized, your students will gain many additional skills utilizing this framework. Give serious forethought to your day and your lessons.The math workstations that must be completed during the students’ nondirect instruction time are wonderful avenues for keeping students engaged and on task.
Remember, your teacher edition is a tool for helping you develop a quality curriculum and expert instruction for your students. Even though we have a textbook, the issue is not about coverage; it is the decision-making process. As instruction is planned, that is of primary importance. As master teachers, we need to make selections of meaningful content, constantly reminding ourselves of what we expect our students to learn and do as a result of our mathematics instruction.
Whenever possible, network, team-teach, borrow ideas, and brainstorm new ideas. Above all, enjoy your students and the unique gifts and abilities given to them by the Creator!
Karrie Edwards
Sixth-Grade Teacher Oceana Christian School Hart, MI
Math by Design volume 7 number 2