Guided Math
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How does Guided Math affect student achievement ? Heather Souders EDEL 600. Guided Math. What is Guided Math?. students working independent of teacher students working with teacher in small groups teacher observing students working together. - PowerPoint PPT Presentation
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Guided Math
Guided Math How does Guided Math affect student achievement?
Heather SoudersEDEL 600
What is Guided Math?students working independent of teacherstudents working with teacher in small groupsteacher observing students working together
What you might see if you enter our classroom during Guided Math.
What is the benefit of Guided Math?
all students are able to participateeasy to differentiatewell-behaved studentsstudents apply what they are learningstudents helping studentsmore engagement student enjoyment
Do stations help with vocabulary development & skills practice?Students fill out math talk cards which use essential math vocabulary. Before students take turns they must read the math talk card and get familiar with the terminology.
On-task vs. Off-task Thinking
Small Group-67.8% on task / 32.2% off taskWhole Group-58.9% on task / 41.1% off task6In conclusion: Research has proven that working in small groups is the best way to teach students.
Students will be able to collaborate better, gain independence, and apply what they are learning.
The practice they receive will be more valuable to students.
Most students who participate in stations will expand their knowledge of math more efficiently.
7For more information please view any of the following resources:Diller, D. (2011). Math Work Stations: Independent Learning You Can Count On, K-2. Portland, Maine: Stenhouse Publishers & Markham, Ontario: Pembroke, Ontario.Larson, C. (2007). The Importance of Vocabulary Instruction in EverydayMathematics. Math in the Middle Institute Partnership Action ResearchProject Report, 1-13. Retrieved from scimath.unl.edu/MIM/files/research/LarsonC.pdfMulgrave, C. (2004). Guided Math Q & A. Retrieved frommountainview.typepad.com/guided_math/what-is-guided-math.htmlPeterson, S. E. & Miller, J. A. (2004). Comparing the Quality of Students Experiences during Cooperative Learning and Large-Group Instruction. The Journal of Educational Research, Vol. 97, No. 3, pp. 123-133. Retrieved from http://www.jstor.org/stable/27548021 Pierce, M. E. & Fontaine, M. L. (2009). Designing Vocabulary Instruction in Mathematics. The Reading Teacher, Vol. 63, No. 3, pp. 239-243. doi: 10.1598/RT.63.3.7 Tarim, K. (2009). The Effects of Cooperative Learning on Preschoolers Mathematics Problem-Solving Ability. Springer Science + Business Media B.V., 325-340. doi: 10.1007/s10649-009-9197-x
