Professional Learning Goals

• We gained knowledge of diagnostic testing and essential skills at each grade to build a continuum of skills
• We gained knowledge of guided mathematics
• We planned for guided mathematics based on the needs of our learners
• We gained knowledge and delivered diagnostic and formative assessments
• We reflected and analyzed our progress
• We informed colleagues, the board and our family communities

Activities and Resources

At our first meeting, the team discussed diagnostic testing and identified essential skills. We referred to Laney Sammons’ Guided Math: A Framework for Mathematics Instruction to create our own rich classroom environments of numeracy. We used Dr. Nicki Newton’s Math Running Records in Action: A Framework for Assessing Basic Fact Fluency in Grades K-5 to assess our students’ basic fact fluency to form our guided math groups.

At our second meeting, we explored and created math workstations using such books as Math Work Stations: Independent Learning You Can Count On, Well Played: Building Mathematical Thinking Through Number Games and Puzzles series, and Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching, as well as the website youcubed.org. We also discussed assessments and descriptive feedback for our guided math groups.

At our third meeting, our learning partner helped us examine computers sites and apps provided by our board to incorporate into our workstations. We also had time to discuss students’ work and progress and be reflective and refine our practices.

At our fourth meeting, our board’s numeracy co-ordinator informed us of the board’s diagnostic testing resources and gap-closing strategies. We also focused on family connections and how to share our learning and students’ progress with our families.

At our fifth meeting, we reflected on our practices, students’ progress and discussed next steps to complete our project report. We also planned to host a Family Math Night during Education Week with its focus on Equity in Action.

Unexpected Challenges

Some unexpected challenges were classroom time to regularly assess students and having time to really dig into the resources we discovered during the sessions, in books and online. As we discovered, guided math is not just one entity, but corporates many different components where each part could be a project on its own. Guided math is a huge concept. We could have an intense focus on subconcepts of guided math, specifically technology, teacher-guided groups and workstations. There were just so many ideas given to us during this learning that we needed time to sort through the learning to know where precisely to dive in to help our students.

Enhancing Student Learning and Development

Guided math reached all learners. Having evidence of students’ gaps and strengths from the guided math running record allowed us to facilitate activities to promote student learning and develop skills that were still missing. We instructed at their developmental level and students were engaged by learning in small groups. Students saw how skills build upon each other. Students expressed a variety of strategies, made connections to Number Talks and used strategies to problem-solve open questions. They were engaged using of a variety of manipulatives progressing from the concrete to the pictorial to the abstract. Through guided math, students improved their collaboration skills to build a community of confident, inquiry-based learners.

Sharing

The project’s lead teacher presented the guided math proposal and math running records at the school’s staff meeting. Following the presentation, team members worked in small groups discussing case studies and sharing their experiences. After each TLC session, team members shared their learning with grade partners to try things and learn together. The staff room was abuzz with rich dialogue. The lead teacher presented the guided math proposal, activities and resources at the board’s Primary Math Lead sessions. The lead teacher presented the guided math proposal, activities and resources to school council and requested funds for math manipulatives to support guided math in classrooms. The team planned and hosted a Family Math Night to demonstrate guided math workstations and encourage a growth mindset and math activities at home. 

Project Evaluation

Our teacher learning goals were met. We had a plan and executed it. Our numeracy co-ordinator and learning partner widened our scope and brought their expertise and skills and shared their knowledge. We shared our knowledge with teachers at the school, the board and with our families.

We delivered math running records to our students to assess their basic fact fluency. From this data, we formed guided math groups. We delivered guided math sessions using a variety of lessons and models from the concrete to the pictorial to the abstract. We had math workstations so students could practise their skills that were fun and engaging. Using the running record data, we saw that the students gained skills and strategies, and improved their attitude towards math.

We look forward to starting the new school year with running records instead of starting in January. Students will benefit from beginning the year working on these skills and strategies, and getting guided instruction specific to their needs.

It would be great to get together with this group again in the fall once we have completed our math running records to see where the gaps are and/or gains have been and create a plan for what we can do throughout the year as a school. In addition, by working more closely with grade partners, we can co-plan and co-teach to target critical areas, specific skills and strategies. We look forward to continuing to dive deeply, exploring every aspect of guided math as a framework for mathematics instruction to reach all learners.