Action Plan

Time of Implementation

January 28th to March 14th

What was implemented?

To increase student achievement during math, I implemented the math workshop model into my math instruction for 7 weeks. To begin each math lesson, I gave a mini lesson that was 10 to 15 minutes long. During this time, I posed a problem to get students thinking about that day’s topic, discussed key vocabulary, and modeled the desired strategies. After this whole group instruction, we moved into differentiated math rotations. These stations were Hands-on, At Your Seat, Technology, and Teacher Time. Students went to four, fifteen minute stations each day. At the Hands-on rotation, students used manipulatives, games, or investigations to solve real-world problems and experience the math we were discussing. On Monday, Wednesday, and Friday, students worked on a math investigation as a group. On Tuesday and Thursday, students were able to choose between several games and manipulatives based on what we were learning that week. At the independent work station, or At Your Seat station, students completed problems on the day’s lesson. The problem set was differentiated based on student needs. After completing this assignment, students could choose work from a variety of activities, such as a math journal, problem of the week, or word problems. During Teacher Time, or guided math time, students were broken into groups based on MAP data and chapter pre-tests. This allowed me to differentiate based on group needs. There were four sections: a high-ability group, a high-average group, an on grade level group, and a below grade level group. During this time, instruction progressed from concrete understanding to pictorial understanding to abstract understanding. This was done to ensure students could understand the concept on a variety of thinking levels. At the Technology station, students started by creating a reflection video that discussed the day’s topic before they were allowed to go to a site that they chose from a menu. These choices were differentiated based on students needs, like Moby Max, Freckle, and Khan Mappers. Students also could choose to practice coding on Tynker in order to practice critical thinking skills. At the end of the lesson, we came back together to reflect on what we learned and the lesson objective for three minutes.

My research supported the use of a math workshop model. I liked that the instruction was tailored to students’ needs and that it utilized small group instruction to help make students successful. This small group setting was important, because it allowed students to receive more individualized instruction. Research also suggested that students have multiple exposures and tasks for each skill to ensure understanding and so students could use the skill in multiple contexts. For this reason, I included rotations that focused on different modalities and depths of understanding. Several of the Technology tasks required students to apply the necessary skill, create visuals, or teach others how to use the skill. The Hands-on station allowed students to physically manipulate objects as well as discuss, critique, and judge processes and math problems with others.

Why was this study implemented?

In this image, students were working on a hands-on activity that helped them practice their computation, place value, and critical thinking skills. Students had to create a unique house that cost exactly $1,000 using the base-ten blocks. Each block stood for a different amount. Students loved getting to be creative and discuss with others their ideas, all while learning key math concepts.

Why was this study good for my students?

By using the math workshop model, I was able to foster equity, accessibility, and multiple perspectives in my classroom. My classroom had a variety of math skills, so by using a differentiated model I was able to meet all of my students’ skill levels. I had five students who were below grade level in math as identified by the MAP mathematics test. Two of these students had IEPs and received extra services in math. Another student was in the SAT process and was receiving extra interventions in math. Two other students admitted that they did not practice their math facts at home and often did not bring homework back to school. By using the math workshop model I was able to more slowly scaffold instruction, so that these students were able to grasp the concept and do problems independently. At the technology station, these students used programs like Extra Math and Moby Max to practice their math facts to build the fluency they were lacking. Math workshop model was also beneficial to another group of students: my high ability learners. This group of students consisted of five students who were identified as needing enrichment according to the MAP mathematics test. This group of students included two students who received enrichment with our school’s HAL facilitator. By using the math workshop model, I was able to meet the needs of these students as well. When these students met with me, we engaged in a math talk about how to solve problems that focused on the day’s concept. If students showed proficiency with the skill, we moved onto more challenging work that was beyond the fourth grade level. During At Your Seat, these students completed four or five practice problems before working on an enrichment packet that required them to use higher-level thinking skills and challenge them at their level. At the Technology station, these students practiced math concepts on their level using programs like Khan Mappers and Freckle. By using this model, I was able to differentiate my instruction to meet the wide variety of student needs in my classroom and foster equity and accessibility.

To incorporate multiple perspectives into my classroom, I included a variety of opportunities for students to talk about math and work with others. During my whole group mini-lesson, I engaged in a variety of student engagement strategies that required students to get up and discuss our day’s concept with peers. This time allowed for students to discuss with others from a variety of skill levels. Students who were struggling with math were able to discuss with students who needed math enrichment, which encouraged all students to see problems from different perspectives. During guided math, students worked on math problems and discussed their thinking with their peers and me. Students had to use words, numbers, and pictures to share their thinking and discuss their processes with others. This encouraged higher-level thinking and a deeper understanding of the concepts. At the Hands-on station, students worked together to solve real-world math problems. Students were given a real-world application of a math concept, like tiling to discuss shapes and patterns. Students had to discuss their ideas, answer questions, and create a presentation to show other groups their understanding. This taught team-building skills as well as allowed students to hear a variety of perspectives and strategies that could be used.

How did collaboration with other professionals impact the study?

My study would not have worked without the help of a variety of stakeholders. With the support of people in inside my building, I was able to plan engaging activities and discuss different ways of teaching concepts. My grade level team was very helpful during my study. During our unit on angles and lines, my team helped me find engaging activities for students to work on during the Hands-on station. Every day, we also discussed the best ways to teach each lesson and how to incorporate higher level thinking questions into guided math. My building’s instructional coach also contributed a lot of ideas and support to my study. She allowed me to use her iPads and helped me teach students how to make reflection videos. We also worked together to create math journal prompts, hands-on investigations, and word problems for each lesson. Without the support of these people in my building, I do not feel this study would have been as successful.

I not only had help from people inside my building, but also from experts in my district. These included my CADRE associate, the district HAL facilitator, and the HAL facilitator for our school. My CADRE associate aided my study by helping me create my reflection video rubric, planning engagement strategies for each lesson, teaching and enforcing rotation expectations. My district HAL facilitator was helpful because she gave me ideas for how to incorporate critical thinking skills into each lesson and how to ensure my high ability learners were getting the support they needed. She gave me a list of games that students could play during Hands-on that would develop math skills as well as make students use higher level thinking skills. Finally, my school’s HAL facilitator helped me plan assignments and guided math lessons for my high ability learners. She also encouraged me to include a variety of higher level thinking questions for all of my students, so that everyone had the opportunity to deepen their understanding. Therefore, with the help and support of a variety of people in my district I was able to implement a successful math workshop model.