Ever since I started using guided reading to teach reading, I knew that I wanted to switch up my whole group math lessons to use a similar approach. I love the way guided reading allows me to group students by similar abilities so I can tailor lessons to their strengths and weaknesses. The value in this teaching strategy is immense compared to teaching a whole group lesson to the “average” student. No two students learn the same, can do the same things or even struggle the same. This is why, I took the plunge and tried out guided math in my classroom.
Since I’ve been teaching guided reading for a few years, I knew the concept of taking a lesson and tailoring it to a group’s needs. What I didn’t realize is how much work it would be for math. I could go on and on about many difference aspects of guided math and building lessons for each of your groups, and I will, but this will be in separate posts. In this post, I want to give you the basics you need to launch guided math in your own classroom.
Before I get started… I’m sure there are tons of ways to go about using guided math in your classroom. This is what worked for me. Use it, use part of it, tweak it, I’m here to help you in your classroom so make it work for you!
All You Need to Know About Launching Guided Math in Your Classroom
Schedule
I split each lesson into two days. On the first day of the lesson, I introduce the skill, teach a mini-lesson and explain each station for the lesson. This takes about 15 minutes and then I spend another 30 minutes meeting with two groups. On the second day, my students jump straight into the stations, 15 minutes per station. I meet with one group and then during the second 15 minute chunk, I walk around and make sure students are understanding the concept while they’re at the other stations.
I’m able to split each lesson into two days because we use the program Math Expressions and a lot of my lessons are repetitive. When I’m planning the unit, I look for which lessons I can combine and what I can pull that’s important from each of the lessons I’m combining. I also look at what has been tricky for students in the past and where I should slow down so we can really master the skill.
For my schedule, I use the acronym M.A.T.H.
M- Meet with the Teacher
A- At Your Seat
T- Technology
H- Hands On
How to Group Your Students
Before each unit, I make a short pre-assessment that resembles the end of unit test. This gives me an idea of who has some prior knowledge (these are the kids I can challenge), who needs to be taught from the beginning (these are the middle of the road students) and who needs some extra support in order to get to the starting point (my lower level group).
Once I assess my students using the pre-assessment, I put them into three groups. My circle group is my low students, triangle is middle and square, high. These groups can change each unit based on the skill we’ll be learning. Some students come with some prior knowledge of one math content area but not another, which is one of the reasons why I give these assessments, so that the groups can change if need be.
Materials
Guided math can require a lot of materials but in general, my favorite math manipulatives have been our number tiles, tens and ones cubes, and counting tiles. This will be different depending on your grade level, but in kindergarten, we use these three math materials the most. (Mine come with my program, but you can find similar materials on Amazon.)
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Differentiated Lessons
Differentiation happens primarily when they meet with me in our small group. This is the time when I can break the concept down and support my lower learners, teach the concept and push my middle learners and challenge my higher learners. Now, I can probably go on forever about ways I differentiate my lessons, and I will in another post, but let me tell you the basis of how I differentiate my lessons.
When I sit down to plan our math time, I look at the concept I want my students to learn. Then, I look for ways I can tweak the lesson. I also look for ways that I can make our lesson more hands on.
For my lower group, I look for ways I can do it with them. We often go way slower than my other groups because it takes these kids a bit longer. When I work with my middle group, I let them take a little more control of their learning and only step in when they need some support. With my higher level kids, I give them the freedom to try the skill on their own. I also look for ways I can challenge them. Sometimes, I have them create their own problems and challenge each other. These simple changes to the lesson can have a real impact on a student, whatever level they are.
Will You Try Guided Math in Your Classroom?
Guided math has been such a great addition to my classroom and I completely recommend this teaching strategy to any teachers willing to jump in. I’ve seen more growth in my student’s math skills and they’re excited for our math time.
Do you use guided math? Tell me what works best during your guided math time. Don’t use guided math? Tell me what’s stopping you or if you have any questions. Comment below!
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