Action Plan
Time of Implementation
January 20, 2020 to February 28, 2020
What was implemented?
The math workshop model was implemented within the math block. Students completed three rotations each day. The rotations involved: the teacher, computer work, and collaboration work. While with the teacher, students worked with content in small groups at my table. This allowed me to fully see what my students were capable of achieving. I split my class into three groups based on their fall MAP scores: needs support, approaching target and at target. Students did not switch groups during this study. Groups remained the same throughout the study. Students needing support were provided intervention instruction with word choice that was familiar to them, and step by step guidance to answer the problems. Approaching target students were provided with practice activities, word choice that is appropriate for their level of thinking, and guidance when needed to solve the problem. At target students received enrichment and challenging tasks while working with me. They were challenged to problem solve at a higher level of thinking. During computer rotation, students completed a program called Extra Math. Extra Math is an online program for students to practice their math facts. The program times the students and gives the answers if the students are taking too long to answer. This helped improve their math fact fluency. Once students finished Extra Math, they completed Freckle for the remainder of the rotation. This math application is an engaging computer program that measures student mathematical abilities. The program measured what students knew by their abilities to answer questions correctly. Freckle also focuses on the questions students do not answer by reviewing the concept. During the collaboration rotation, students worked with a partner to complete a math review sheet. Each group was analyzed when creating groups. Within each group, learners that performed in lower bands were matched with learners that often performed at a higher proficiency level. I did this so students could work, learn, and grow together. When pairing my students, I made sure my English Language learners were each paired up with a bilingual student. I also had to think about behavior when pairing my students. I wanted them to stay on track and engaged in learning during this collaborative work time. Once the sheet was completed, students played a hands-on-activity related to the math concepts being taught that day. Each math workshop rotation was 20 minutes long. Before rotations began, a whole group math warm up was completed. I decided to implement this 10 minute warmup because math blocked follow lunch. After lunch we complete a five minute quiet time to settle our bodies and mind. The purpose of the warm up allowed us time to turn our brains back on and get ready to engage in math learning. The math warmup was incorporated within the math curriculum.
Before implementation of the math workshop model, I had individual conferences with students discussing their hopes and dreams for mathematics. Each student was shown their pre-test and first math fact fluency interview score. Students created individual goals with guidance. All students wanted to increase their math fact fluency scores. Another goal that all of the students wanted to achieve was to learn more than one new strategy to help solve addition facts. This would be beneficial in the instance where a student could jump to another strategy choice to help solve a problem if they struggled with the initial choice. All in all, the hopes and dreams that the students strived for involved a lot of positivity and growth within the math learning environment.
Why was this study implemented?
After completing the research, I found that there were many components of the math workshop model that are beneficial. Multiple studies have proved that working in small groups makes it easier for the teacher to know where students are academically. Students are also more engaged during the math workshop model and overall student achievement is increased during the math workshop model. This strategy worked best for my classroom because of the students' diverse and wide ability range. I had a few students who were struggling to meet grade level expectations while some were exceeding grade level expectations. Before implementing math workshop, I taught math with the whole group teaching style. I stood at the front of the classroom teaching all students the new concepts while they sat at the carpet with the materials needed. During whole group instruction, my high achieving students were becoming bored and unengaged. My students who needed support were struggling to understand the concept which also led to them being disengaged. Incorporating math workshops allowed me to meet the needs of all my students by putting them into groups most appropriate to them. This also allowed me to give enrichment and intervention when needed. By giving students the support appropriate to their needs, they are able to reach their individual goals.
Why was this study good for my students?
Math workshop model has a positive impact on student achievement by fostering a culturally responsive practice. Students were able to receive instruction closer to a one-on-one level compared to whole group instruction. Each group had five to six students. This allowed me to meet the instructional needs of students by providing equity because the content was delivered at varying levels appropriate for each individual's needs. This also assisted students in meeting their individual achievement goals. By incorporating math workshops, content was presented in multiple perspectives. Students had the ability to learn from each other. By implementing cooperative learning, students heard the content from me, but were able to work with and learn from their peers. This allowed them to hear the content from their peers' point of view. During the math workshop model, all students were respected and viewed as learners who were capable of reaching high expectations. During the instruction, our classroom environment was respectful, calm and collaborative. Students were able to access the content and were supported by myself, their peers, and my cadre associate within a developmentally appropriate manner within differentiated groups. All tests were read out loud to the students. Reading the tests out loud allowed the content to be accessible to all students. I also made sure to include activities I knew my students would enjoy based on their interest. Creating activities they enjoy relates to their background and perspective which allows them to feel apart of the classroom.
When was this implemented?
The math workshop model was implemented after lunch Mondays, Tuesdays, Wednesdays, and Fridays. The math lesson began with a 10 minute whole group math warm up. The purpose of the warm up allowed us time to turn our brains back on and get ready for math learning. After the math warm-up, the class went directly into the math workshop. Each rotation duration was 20 minutes. I met with students who were at target first, then students that were approaching target. Lastly, I met with students who needed support. Meeting with each group separately allowed me to teach the daily content appropriately for their learning abilities. Students who were not at my table were either completing partner work or on technology.
How did collaboration with other professionals impact the study?
Throughout the study, I was continuously collaborating with other stakeholders both internally and externally to better meet the needs of all my students. With the support of colleagues within my school, I was able to plan engaging activities for partner work and discuss different ways of teaching concepts. My teaching partner gave me great suggestions on activities related to the concepts being taught. He also gave me ideas on how to utilize manipulatives to help support my students' learning. By implementing these ideas, my students were more engaged in their learning and had an increase in their understanding of the strategies being taught. During a district wide professional learning presentation, I had an opportunity to learn how to best utilize the curriculum. I was able to collaborate with the second grade team and collect ideas to best teach the students. I had an enormous amount of support and engagement with my cadre associate. She helped me integrate and create the activities to make this math workshop possible. My associate provided an extra hand and pair of eyes with accessing and collecting data to help modify instructional content to each group. My associate was able to observe the class to collect engagement data and assist students in their learning when needed. I was able to apply different activities, lessons, assessments, and data points after collaborating with my cadre peers who also researched math workshop.