Studies have shown the benefits of small group instruction include reduced teacher-student ratios, increased peer interactions, and increased levels of differentiation. The benefits of small group instruction are incredible. As such, during classroom instruction students will work in small ability groups for direct math instruction. These groups will be incredibly fluid in order to address student needs as they arise on a skill to skill basis.
During my time student teaching the class would work through the same problem, first independently, then, students would share their strategy with the class. This is a method I will implement in my own math instruction. It is a great example of how each student thinks differently and provides examples for peers to adopt strategies that they may have been unfamiliar with. For direct instruction, students will work in small, skill groups with the teacher. This will allow the teacher to differentiate for students based on their abilities and skills rather than rushing past, or spending a large amount of time on a skill most students are comfortable with. During direct instruction, the teacher will use the gradual release model. The teacher will model first, together the group will work through some problems, and finally, students will complete an independent activity. Based on this information, the teacher will plan the next lesson and groups based on student needs.
Students will also have the opportunity to work with their peers during a math center game, task cards, or other hands-on activities to reinforce math concepts. Independently students will work on skills such as fluency and automaticity. During my time student teaching, students utilized Reflex for both skills. However, students can also use programs such as Math Ninja to refine their fluency and automaticity.