MATH WORKSHOP
Literature Review:
Math Workshop
Math Workshop is a combination of multiple components but is largely centered around two main components: whole-class mini instructional lesson and Guided Math. The whole group mini lesson is addressing all students briefly before breaking off into Guided Math. For the purpose of my study and research I implemented math workshop so that my students and myself, could see an improvement in academic achievement through differentiated instruction. The framework of Math Workshop allows for differentiated instruction and deep conceptual understanding to occur for all students. Teachers have the ability to guide instruction based on their students’ needs and abilities. Throughout the research, it is suggested that Math Workshop should promote student success because of the directed assessment and informed decision making that occurs.
Whole Group Mini Lessons
A short whole-class mini-lesson is a time for the educator to lead a directed review, in which students are reminded of objectives learned previously, and then provide direct instruction on the particular concept being addressed that day. Teachers may choose to use activating strategies, modeling, or think-alouds to formulate math conjectures or math congresses, to meet the objectives being presented (Sammons, 2010). During the mini-lesson of Math Workshop, the teacher will hold the most responsibility for learning, in order to facilitate a productive deep understanding of concepts being taught for students. This time is not, typically, used to monitor comprehension or communicate individually with students.
During the whole-group mini-lesson, my instruction was, primarily, geared toward students who are considered “on-level”. Some students, especially higher achieving students, were able to be successful during their independent station time simply because of the mini-lesson instruction provided. It allowed them to immediately start meeting on-level content expectations. Students who struggled to access the content they were able to target instruction at their proficiency level. My on-level students received more practice with the content. My students who showed mastery with the topic following the mini-lesson, or perhaps even from pre-assessments received extension activities to push their cognitive abilities and continue to foster their growth.
Lucy Calkins (2000) supports the framework of mini-lessons to direct students’ knowledge while engaging them in content that is being taught. According to research, the architecture of a mathematics mini-lesson should consist of a connection, teaching point, active engagement, and a link to an ongoing student work component. The use of activating strategies allows for activation of prior knowledge and anticipation of new knowledge which is critical to student achievement (Marzano, Pickering, and Pollock, 2001). Unfortunately, research has shown that during a whole group instruction, such as a mini-lesson, there are limitations that will occur. Whole-class instruction through a mini-lesson will limit student communication that promotes the idea of problem-solving, reasoning and proof, communication, connection, and representation in order to meet the appropriate standards (National Council of Teachers of Mathematics, 2000).
The purpose of my study was to increase student achievements, and through the increase of student achievement, students were able to use their problem solving, reasoning, and communication skills. A whole group, only, instructional model did not provide opportunities for my active students to appropriately partake in positive interactions. According to T. Gebhart a math interventionist within my classroom, believed that small group instruction and math workstations helped develop problem-solving, reasoning, and communication skills because they were incorporated within each component of Math Workshop daily (T. Gebhart, personal communication, December 20, 2018). Therefore, through the Math Workshop model, students used problem-solving skills, reasoning, and communication. The mini instructional lesson anchored learning, established a common vocabulary, and laid out the foundation for small group instruction and work stations so that my students were successful no matter their level of knowledge.
Math Rotations
After the first component of the Math Workshop, the mini-lesson, the gradual release of responsibilities starts to happen, requiring students to increase their roles in learning the concept presented. Students will split off into their preplanned small group groupings to start Math Workshop. The second component of Math Workshop, Guided Math, is made up of three sub-components: small-group instruction, independent work, and workstations (Newton, 2013). Guided Math is aligned to the particular needs of students and learning objectives being taught within a classroom (Baker & Harter, 2015). When reviewing key components of Guided Math, educators should consider addressing the foundational principles. The author of Guided Math A Framework for Mathematics Instruction, Sammons (2010), structures her Guided Math on three principles: students are capable of learning mathematics through a constructive process, responsible learners are developed through organization and rules, and students learn best through a social process. To teach students within their zone of proximal development during Guided Math, the foundational principles must be considered and understood.
When students are being challenged appropriately the constructive process of learning occurs. Educators are forced to constantly evaluate student achievement so that the needs of all students can be met. Daily observation and assessments help guide educators in constructing appropriate grouping for workstations and small group instruction. According to Sammons (2010), “Assessments, provide a continuous flow of evidence of student mastery of classroom-level learning targets that lead over time to attainment of desired achievement standards” (p.110). Within my classroom, I used big idea checks and pre and post-test unit fou assessments to group my students, plan for instructional material along with independent work, and workstation activities.
