Guided Math: Chapter 5

 This week, our book study is over chapter five of Guided Math:  A Framework for Mathematics Instruction.  This chapter discusses the use of small group instruction in guided math and is by far my favorite chapter of the book.  Small group instruction is what you might call the “bread and butter” of my mathematics instruction, as I use it on a daily basis in my classroom.  According to Simmons, the intimate setting of small group instruction “allows teachers to target students’ instructional needs and is conducive to exploration, conversation, and discovery” (pg. 180). When using small group instruction in my own classroom, I have noticed several advantages:

-       Differentiation of lessons is easier as students can be grouped by their ability level or understanding of a concept.

-       Students that are normally too shy to ask for help feel more comfortable in a small group setting.

-       Manipulatives  are more easily managed which allows for more hands-on learning opportunities with students.

-       The level of scaffolding used can be specifically tailored to student needs.

-       Formative assessment takes place more naturally in the small group setting and allows me to determine which students might benefit from individual instruction over a specific topic.

A large part of the chapter was devoted to the importance of grouping students.  For my mathematics classes, students are already grouped into classes of similar abilities.  Acuity scores, teacher observations from the previous year, standardized test scores, and grades are used to determine which class students are placed in.  Therefore, each year, there is an A group and B group.  When making decisions about which students to place in small groups within these classes, formative assessments are the determining factor for which group I place a student in.  In addition, my groups are often fluid as student understanding can vary greatly from unit to unit. 

The book also suggests using the same basic plan or layout for small group instruction lessons as what is used for whole group instruction.  This is definitely an area where I could make some improvements!  For the most part, I am very organized when it comes to planning and preparation, almost to the point where it isn’t normal.  However, my small group instruction time tends to be less formal and more “on-the-fly.” More often than not, I may not even decide what group I will be working with on a specific day until the students get into the room and I have done some quick formative assessments.  (I know, sounds terrifying, right?!?!)  My plan for a day looks more like this:  students who are ahead will be doing this, students who are on level will be doing this, and students who need extra help will be doing this.  After reading this chapter, I can see that I need to make some adjustments to this plan.  Luckily, I have another month of summer to get to work on it. :)

So, how do you use small group instruction in your classroom?  What data or information do you use to group students?  Please share your information in the comments section and make sure to sign up for a chance to win this week’s awesome giveaway!

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