Here are some strategies other teachers have used to better meet the needs of all our students.
- Stay focused on the math. One should ask oneself “Where is the math in what I am doing?” This is especially important during the morning routines. There is a tremendous amount of math being done at this time.
- Look at Part III of EM lessons. Sometimes Part III is a good substitute for Part I in reaching the needs of diverse learners.
- Read and use differentiation suggestions in Differentiation of Instruction Module.
- Group flexibly depending on the task. The EM Teacher’s Lesson Guide provides suggestions for grouping. There are icons for each activity. The groups can be modified depending on the needs of students. Possible groupings include heterogeneous pairs and small groups; homogeneous groups for guided mathematics; small group instruction; and whole group for the oral share.
- Adapt lesson activities, math boxes, etc., before the lesson is presented. Use friendly numbers. Reduce or cover distractions. Use blank Math Box templates (found in Math Masters book) for differentiating. Use math boxes from previous grades. Game directions can be modified into child-friendly language. Play games regularly.
- Consider the State Standards when adapting or modifying lessons or activities (see New York State grade-specific performance indicators).
- Provide students with study guides prior to administering assessments. Include examples of complete and correct work. Assess frequently, provide feedback, and provide opportunities to revise.
- Plan for additional support personnel in the classroom during math time, and how to best use their expertise.
- Have a Positive Behavior Intervention System in place for those students who may require such a structure to be successful in the school environment.