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Guided Math

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.

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Guided Math

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  1. How does Guided Math affect student achievement? Heather Souders EDEL 600 Guided Math

  2. What is Guided Math? • students working independent of teacher • students working with teacher in small groups • teacher observing students working together

  3. What you might see if you enter our classroom during Guided Math.

  4. What is the benefit of Guided Math? • all students are able to participate • easy to differentiate • well-behaved students • students apply what they are learning • students helping students • more engagement • student enjoyment

  5. 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.

  6. On-task vs. Off-task Thinking

  7. In 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.

  8. For 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 Everyday Mathematics. Math in the Middle Institute Partnership Action Research Project Report, 1-13. Retrieved from scimath.unl.edu/MIM/files/research/LarsonC.pdf Mulgrave, C. (2004). Guided Math Q & A. Retrieved from mountainview.typepad.com/guided_math/what-is-guided-math.html Peterson, 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

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