About a month ago, I began doing observation hours for my General Methods of Instruction class. This month is observing, next month-teaching! I am going into a third grade general education classroom during their math time.
As with most general education classroom, the first thing that strikes me is the diversity of learners within the room. There are no inclusion students within the room. And there are no Expand (Gifted and Talented) students. Even without those two ends of the spectrum, there are eight ESL (English as a second language)learners, ten remedial math students, average learners and fast learners. There is a student who just moved here from Russia and who speaks almost no English. This classroom, like many others, is a testiment to our need to address a multitude of needs in order to teach effectively.
This teacher has developed a method of teaching that she is finding more effective in meeting her students' needs. Her math instruction begins with a direct instruction lesson, such a subtraction with borrowing. She utilizes her Smartboard for interest and visualization of the skill. After about 15 minutes, the class breaks into groups for three different activities. Each activity is explained or demonstrated. Teacher asks for questions, and checks for understanding. At this point, there is a math specialist in the room. One of the teachers will provide strong support for the activity (guided practice) at the back table with approximatelly eight students. The other teacher will give as needed support to the small group doing the second activity. The third group does a math game that reinforces a prior skill. After 15 minutes, the groups switch activities, until each group does each of the three tasks.
These groups allow movement, variety, reinforcement. They allow the teachers to have individual time with each student, and address the needs of each student more closelly. The groups are homogenous, so that the teachers can differentiate each of the small group activities. For example, in the lesson where the objective of the lesson was to subtract three digit numbers with trading, for the slower learners, the teacher used guided practice during most of the activity time, giving students a model to follow for their homework, before letting them try a few on their own. For the fast learners, she did one problem with them and had four digit problems available for students who finished quickly.
From what I have observed, and speaking to the teacher, this method is one worth trying. It is however, enhanced and made more effective by having the resource of a second teacher in the classroom during that period.
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