4

Double or Nothing

Guided Math Instruction

Michelle Perch

When teaching the range of learners in my classroom, I find that making the
math explicit is a key factor. Very often as teachers, we assume that most, if not
all students have understood the concepts taught previously. But in working with
students and with groups of teachers, I have realized that what I think everyone
understands and what is truly understood are often not the same. I have learned
that taking the time during a lesson to make the math explicit increases compre-
hension and therefore saves time in the long run. To make the mathematics con-
cepts accessible to my students who struggle, I have to consider the way I deliver
instruction and facilitate student conversation.
A central feature of my instruction is working with students in small groups.
There are times when I allow students to choose their own partners or small group
to complete an assignment and times when I preselect the group. Deciding how
to group students is extremely important, and I consider many factors, such
as ability level, attention span, cooperative learning skills, and learning styles.
The nature of the assignment also influences the type of groups I choose—
homogeneous or heterogeneous—and whether I need to adjust the assignment for
my students who are struggling. Heterogeneous groups (groups of students with
mixed ability levels) work well when students are working in teams or doing an
activity or game that is already familiar to all. Having students help each other
and explain concepts to each other strengthens the learning of all students.
Homogenous groups (groups of students at or about the same level) are more
appropriate when students need to be challenged or increase their confidence (for
those students who struggle).
Being pulled out to work with me in a smaller group is not a stigma in my
room because I work with different groups throughout the year. Sometimes I pull
students who seem to be understanding the mathematics to work with me to
monitor their thinking and to make sure they are on task and being challenged.