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This is an area of education where the practice that happens in schools is far from the research evidence that exists. International analysts conclude that the most successful countries are those that group by ability the latest and the least. Mixed achievement teaching is associated with higher overall achievement for students of all levels and when schools move from tracking to giving all students high-level math classes, achievement increases significantly (see Evidence - Research Papers). But teaching children in mixed achievement groups requires a different form of teaching than the more typical lecture and short question repetition that prevails in US math classrooms. If schools and classrooms de-track without adjusting their teaching, high results are unlikely to be the outcome. Over the years I have been fortunate to work with many incredible teachers, committed to equity, who teach mixed achievement groups. On this page are two papers detailing the successful use of mixed achievement grouping, one in a high school setting (How a detracked mathematics approach ..) and one describing what happened when a district took away advanced classes in middle schools (Raising Expectations and Achievement). Our Group Work page also details ways to teach students heterogeneously. My book: Mathematical Mindsets details ways to teach mixed achievement groups successfully. Other cases of successful mixed achieving grouping include our summer camp teaching, which is shown under Evidence - Our Teaching Approach.

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This is an area of education where the practice that happens in schools is far from the research evidence that exists. International analysts conclude that the most successful countries are those that group by ability the latest and the least.

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Research into the effectiveness of mathematics education by the Institute of Education Sciences in 2010 ( Slavin, Lake, and Groff) found that programs that are designed to change daily instructional practices and implement differentiating instruction strategies are most effective. Their research also discovered that small group instruction and cooperative learning have a significant impact on student achievement.

Because small group instruction is a highly effective differentiating instruction strategy it is widely used in elementary classrooms. Teachers who already use this strategy know that successful implementation doesn't happen overnight. The work involved in preparing students to operate within a small group instruction model takes time and patience. But the work will pay off!
As you prepare to use small group instruction in your classroom remember to:

1. Work on building stamina

Small group instruction, when implemented effectively, requires students to work independently when not with the teacher. The stamina for this type of independent work doesn't happen immediately. Take time at the beginning of the school year to build student stamina though progressively increasing the amount of time they spend in small group instruction.

2. Establish strong management routines

Working with students to establish strong management routines is just as important as building stamina. Students should know and understand your expectations for small group instruction and independent work including material management, work completion procedures, and methods for requesting help. Taking the time to establish and practice these routines will pay off with highly engaged learners.

3. Use frequent formative assessment

One of the most important characteristics of small group instruction is using assessment wisely. Ongoing assessment is one of the greatest assets to differentiating instruction strategies. It allows you to know, in real time, what students have mastered and what they are still struggling with. It also provides information on how you can adapt grouping to best meet the needs of all learners. Forget about assessment as a cumbersome task. Asking a group of students to complete a math problem on white boards and then making note of their strategies and solutions is an example of a quick and easy assessment.

4. Know who needs you most

Make sure you use your assessment data to know who needs the most teacher time and who has already reached mastery and can extend their learning independently. This doesn't mean you won't ever meet with your mastery students, it simply means they may not spend as much time in direct instruction. After struggling students complete a lesson with the teacher, they may work on an assessment based computer program.

DreamBox Learning offers engaging computer based activities that correlate with the Common Core State Standards. These activities are designed to meet the needs of learners and align with the classroom curriculum.They provide an additional mode of learning and a proven way to implement differentiating instruction strategies.
What are some other tips to implementing small group instruction?

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Small Group Instruction as a Differentiating Instruction Strategy: 4 Tips to Remember - DreamBox Learning

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Research into the effectiveness of mathematics education by the Institute of Education Sciences in 2010 (Slavin, Lake, and Groff) found that programs that are designed to change daily instructional practices and implement differentiating instruction strategies are most effective. Their research...Read more ›

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"Because of its instructional value to both students and teachers, Math Workshop is an essential component of a Guided Math classroom." ( Sammons/ Boucher, p 11)
I'm so excited to kick off another series of Book Study Mondays! Be sure to check out all the comments on the announcement post to read what your colleagues are hoping to gain from this book study and to learn more about getting started with Twitter. It was super exciting to hear from so many middle school/junior high teachers who are hoping to get Guided Math going in their classrooms. My apologies to those of you who have had a hard time getting your hands on the book, but it is back in stock at Teacher Created Materials. Even if you don't have your book in hand yet, the format of the book study makes it easy to jump in at any time.

So let's get going!

Reading schedule

Join the slow Twitter chat

If you have participated in Twitter chats, you know they are typically regularly scheduled events, taking place once a week on a certain day and time. Depending on the chat, they can move pretty quickly! I participate regularly in #elemmathchat on Thursday nights at 8:00 CST. Twitter chats are a wonderful way to collaborate with other educators and become part of an online professional learning network (PLN).

A relatively new twist on the Twitter chat is the slow chat. Rather than having a scheduled time to show up and chat, questions are posted throughout the week and participants respond at their leisure. It's a much more relaxed way to participate in a chat. For our slow Twitter chat, we will use the hashtag #GMWorkshopTCM. I plan on posting questions each Monday, Wednesday, and Friday throughout the book study, however you can respond to the questions at any time. Search on the hashtag to read the questions that have been posted and add your comments. We will use the standard Q & A format-questions will be tagged Q (Q1, Q2, etc.) and you tag your response with an A (A1, A2, etc.). Don't forget to tag your response with #GMWorkshopTCM so it will show up in the search. You can also use the hashtag to share what you're doing in your classroom related to Guided Math. That's how the PLN grows! It's one-stop professional development, and you are now part of a learning community.

Introduction

I don't know about you, but sometimes I skip a book's Introduction, because I want to jump right in! If you have not previously read Laney's original Guided Math book, then you most definitely don't want to skip the introduction. Even if you have read the original book, the Introduction provides a great reminder of the Guided Math framework and the importance of Math Workshop within the framework.

One big take-away here is that Math Workshop is just one of the seven components of Guided Math, albeit a critical one. This book does not, for example, explain what and how you teach in your small group lessons-it focuses on the Math Workshop component. Math Workshop is the work students are doing independently-in pairs, individually, or in cooperative groups-which allows the teacher to pull and instruct in small groups. What you will find in this book is everything you need to plan, organize, implement, and manage a successful Math Workshop.

And finally, as we get started, we should probably ask ourselves why are we even headed down this path? Why do we want to implement Math Workshop? With instructional time being so precious, we can't squander it on fads and whims. The rationale for Math Workshop laid out on pages 15-17 should guide our implementation process. For example, if we want to promote student independence and self-reliance, how are we planning for and teaching that? It sure doesn't just happen! Honestly, that is why a whole book is required for Math Workshop-if not implemented properly, it can seem chaotic, overwhelming, and frustrating to both students and teacher. The thought and preparation that goes toward planning, implementing, and managing Math Workshop is what pays off in student success.

On pages 18 and 19 of the Introduction, guiding questions are included for each of the chapters in the book. I'll be using those questions as we discuss each chapter

Chapter 1, Structuring Math Workshop

1. What Math Workshop model will work best for me?

2. How can I create a management board to help students identify where they will work during Math Workshop?

The power of the Guided Math framework is in the flexibility it provides teachers. Your first decision will be how you want to structure your Math Workshop. The book explains two rotation methods, a method that allows students to choose from available workstations, and the GUIDE model. There is no right model! You have to decide what will work for you. When I was in the classroom, I was least successful with the rotation model. The timing was hard for me. Some students finished the tasks too quickly and others never finished their tasks. I was more successful with a menu approach-students had a weekly list of must dos and may dos. They could choose the order that they wanted to work on the tasks. It solved the problem of students finishing too quickly or not ever finishing. I just had to make sure my must dos were doable for all students and the I had enough may do s to keep all students engaged. I should mention that I taught 5th grade, so the kiddos were pretty independent. I think the GUIDE model takes the menu process to a whole new level and the structure of GUIDE makes planning easier.

The GUIDE model features five workstations, each with a different focus. Students visit only one workstation each day, so each workstation must include enough tasks to keep students engaged. As with the menu model I previously used, some tasks might be mandatory, while others are optional. Tasks don't need to be changed each week, which makes your life a little easier. I like that groups are heterogeneous and that the teacher just pulls the students she needs for small group instruction. Also, if you need to skip a Math Workshop day, the rotation just rolls over to the next day.

I realize I might be showing a little bias for the GUIDE model, but the beauty of Guided Math is that you can use the model that feels right for you! The table on page 32 is great for comparing the different models.

Once you decide on the model you will use, you need to think of how you will communicate the structure to your students. What type of management board will you use? To maximize your instructional time, it's important that students know quickly exactly what they are doing once Math Workshop starts. You have lots of options for management boards-just make it each for both you and the students.

Here are the slow Twitter chat questions I will post this week. Just search on the hashtag #GMWorkshopTCM throughout the week to see the questions, read comments, and add your responses. We will use the Q and A format. For example, to respond to Q1, start your response with A1. Don't forget to add the hashtag #GMWorkshopTCM to your tweet. Also, be sure to follow other participants to grow your PLN!

Can't wait for the conversations from this chapter!

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Structuring Guided Math Workshop - Math Coach's Corner

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"Because of its instructional value to both students and teachers, Math Workshop is an essential component of a Guided Math classroom." ( Sammons/ Boucher, p 11) I'm so excited to kick off another series of Book Study Mondays!

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http://www.tips-for-teachers.com/guided_math_groups.htm

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https://drive.google.com/file/d/1S5lp7d_q-ReK71GsElpj7BTEwKbvMcFj/view

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Study after study has proven that Guided Math is a powerful approach with big results in the elementary classroom, but many teachers are hesitant to get started because they lack the necessary background knowledge to pull it off effectively. Getting organized for Guided Math is a critical first step. Here are four things you should consider when setting up your classroom for Guided Math.

Once you figure out whatGuided Math program you're going to use there are several things that you need to take into account to really get organized:

1. storage

2. creating groups

3. organizing groups

4. managing group expectations

Storage

Figuring out how you will store your centers, manipulatives and student materials is a HUGE part of being ready for the Guided Math process. They need to be ready-to-go before the session begins. You do not want to spend your valuable small-group teaching time trying to get the right tools into the hands of the right students.

In my classroom, I first organize my centers by topic and use magazine holders to keep all the activities together.

I only have one topic on hand at a time, so there is little confusion about which centers belong in which set.

Next, each of the groups mentioned above contain a variety of individual activities. These I generally store inside large freezer bags, although large manila envelopes would also do the trick. The individual activities are then kept inside a set of clearly labeled bins that I purchased at Walmart, for easy student access throughout the unit. I usually provide several activities within each group because the power of choice is a HUGE motivator and my students stay engaged, although you could pick and choose which activity you would like your students to complete during their rotation.

All of my math manipulatives are in a central location in my classroom - clearly labeled and easily accessible for my students. There is never a question of not being able to find something.

Creating Groups

My groups are ability-based, although you can create them any way you wish. At the beginning of a new unit I do one of a variety of things to get a handle on what my students know, and identify where the gaps in prior learning are:

I love to start with a math story related to the topic and get my students talking about the concepts. I always get great formative data from this.

You may begin with whatever formative assessment package your board or district has chosen for your grade level.

Choose a whole-group activity that will allow you to observe your students engaging with the content. You'll quickly be able to see the strengths and weaknesses and be able to create groups from there.

If you can manage it, do a quick interview or survey of your students' understanding of the topic. A quick one-on-one chat will give you a ton of information.

Organizing Groups

In this photo I have the student names on the small blocks and the activity centers that are in the bins labeled on the large blocks. I have also used large blocks to identify member of each group and have them duplicated so that we can see at a glance which station to switch to when it is time to transition.

If you've already signed up to receive the Guided Math Starter Kit, which includes FREE centers, keep an eye on your email for a sample center rotation schedule! If you haven't signed up yet, you can do that here:

Managing Group Expectations

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Thinking about trying Guided Math? Organization is a critical component for being ready to use Guided Math in your classroom. This post contains ideas for how to organize your Guided Math centers, how to create and organize student groups and how to ensure those groups manage working independently.

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What do you do with the kids that "don't get it"? I think this is a constant battle that we face as teachers. Sometimes it even keeps us up at night. Earlier I shared about my Math Intervention Schedule and wanted to share tips for implementing math small group instruction.

If your classroom functions like mine, a typical class period might consist of a warm up, guided notes, a class activity that is simultaneously accessible and engaging, and finally, an exit ticket for students to demonstrate mastery. Whew! That is a lot for 60 minutes.

In my first year of teaching, math small group instruction wasn't even on my radar, yet the longer I have spent in the classroom, the more comfortable I am making small groups part of my daily routine. Like any classroom routine, you must train yourself as much as you must train your students. Today, I am going to give you some tips I have learned along the way, so you can set up your math small groups to be as successful as possible.

Before SMALL GROUP INSTRUCTION

Know Who You Are Pulling

This might seem like a no brainer, but there were several days that I would get to the time in class for a small group, and then I would not do it because I was not prepared. Sure, I knew who my strugglers were, but I did not have a plan on who to pull or even why I would pull them. Either make a list based on class groups ahead of time, or take mental notes on which students are struggling as you circulate while teaching.

Consider the personalities of your students as well as their academic needs when making small groups. You will most likely pull the same students on a consistent basis, so create standard small groups that will make your job easier. Typically, I had around 8 students who I would pull, so I split those 8 students into 2 groups of 4. Group 1 might be those students who need a little more guidance to reinforce the new concept while group 2 might be the students who need significantly more support and be pulled more frequently. I also split up any behavioral problems amongst the two groups. You can even give your groups names, so that when you transition from notes to classwork, you can just say, "Gryffindor, meet me at the horseshoe table" or "Ravenclaw, you will need a highlighter for small group."

Set Expectations for Rest of Class

What is the rest of your class doing during this time? How much time do they have to do it? Are they allowed out of their seat? What do they do if they need help? Your students should know the answers to all of these questions before you pull a small group. You will end up frustrated and annoyed if you're spending your time correcting students or getting up to answer questions from other students. At the beginning of the year, I explain to my whole class why I pull small groups and how important it is for us to support our teammates who need extra help. One way they can support those students is to maintain a reasonable volume and to complete their work regardless of who is watching them. During a small group, there is a 100% chance that students in your class will have a question, so assign a responsible student to field questions for you. You can also set the expectation that students may only ask a question if no one else at their table knows the answer and they have looked at their notes.

During SMALL GROUP INSTRUCTION

Gauge Understanding Before You Start

Before you begin, find out where your students are. You can do this a couple different ways. Informally, you can ask students on a scale of 1 to 5, how well do they understand what they just learned. Side note: make sure to explain how the scale works (1 = no clue and 5 = you could teach the class). I have found that most students are great at evaluating their needs. If a student has no idea what is going on, they will tell you 1. More formally, you can have students start a problem on their own, and watch to see where or if they begin to make a mistake. And on a rare occasion, be amazed that they can do it all by themselves, give yourself a pat on the back because you are the BEST teacher ever, and send them back to work on their own.

Keep It Simple

You have enough to do as a teacher. You do not have to create different material for your small group. Students can work on what the rest of the class is completing. If you need to make the material more accessible, ask yourself 'what skill are we practicing?' If the objective is to calculate volume, perhaps you can change the classwork to include only whole numbers while the rest of the class is finding volume with decimals and fractions. Sometimes, different material is appropriate, but remember to not bite off more than you can chew. When you are first starting, keep it simple.

Whiteboards Are Your Friend

Students love to write on whiteboards! Whiteboards keep students engaged, and as the teacher, allow you to easily see what the students are doing. This will enable you to correct misconceptions on the spot and provide immediate feedback. Plus, they are just so much more fun than paper and pencil.

After SMALL GROUP INSTRUCTION

Watch 'Em Work

Provide a problem for students to complete independently. Watch them as they work. Don't ask any questions and just allow them to show you what they have learned in your small group. If there are still misunderstandings after the student has finished, give another student from your small group who did it correctly an opportunity to explain what they did to the struggling student. Sometimes, students explain better than us teachers. 😉

Determine Next Steps

Remember, one small group pull out will not fix every math misconception, and some students need more time and more attention. Baby steps are still steps after all, and your students are lucky to have a teacher that cares so much. If you are looking for a way to track their progress, you can check out these forms I use here. Stay positive and make sure these students know that you, as their teacher, believe in them!

For more ideas and specifics on math small group instruction check out Guided Math Instruction. It is aimed towards elementary students, but has some great tips that transfer to middle school. Teachers, what other tips do you have?

For even more tips on organizing data and small group instruction, check out this follow up post.

Mrs. Brack is a sixth grade math teacher in Texas and my sister. She is super creative, yet practical and loves her students so well. She will be periodically posting on the blog this summer because she is the best sister and because she has great ideas that I know you will love. 😉

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Implementing Math Small Groups in Middle School

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What do you do with the kids that "don't get it"? I think this is a constant battle that we face as teachers. Sometimes it even keeps us up at night. Earlier I shared about my Math Intervention Schedule and wanted to share tips for implementing math small group instruction.