MATH MENUS
A common math differentiation practice at our PS3 placement was math menus. The idea of menus for optimizing student choice and accountability had been mentioned to us prior, but never implemented. After discussion with other teachers, we decided to experiment with menus in hopes that is would aide us in successful differentiation.
Benefits
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Considerations
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Breanne's Math Centers
Structure
Benefits
The above images are an example of one of the math menus I used for multiplication. There were a variety of benefits I found with math menus which will be more thoroughly discussed.
One major benefit that menus provide is student choice and accountability. With differentiation, it is essential that students feel successful and challenged simultaneously. Choice helps students to feel successful and allows them to take ownership of their learning whilst creating products that feel authentic to them. With math menus, students ultimately had to complete all their assigned tasks. However, the order was their decision.
Additionally, students had a variety of choice within the math menus. It was apparent at the beginning that I needed to further differentiate how students were to display their work. There were a handful of students who were not yet at grade-level with their reading and writing. Noticing that options such as, "write about it", was challenging for students who could not write out their thinking process. To avoid feelings of frustration and defeat, the display of their work and knowledge could be displayed in another way. Students who did not feel adequate with writing had the opportunity to voice record their response, or draw it out.
There were many students who felt more comfortable drawing illustrations to represent their thinking. One student in particular who struggled to stay on task or to work independently thrived with menus. It appeared that she had some sense of freedom, for she was able to choose what she would work on that day without needing a teacher to guide her with every step. Instead of needing another student or teacher scribe for her, she was able to draw out her process or come and explain her thinking. Rather than sitting idly, this student began to work diligently on her math menu. She exceeded previously established expectations. Although her math knowledge is not yet at grade level, there was major improvement in her willingness and determination to improve on her multiplication facts.
Math menus were beneficial to the extent that it allowed us to differentiate based on students' current level of understanding. Rather than focusing simply on implementing a grade 3 and grade 4 math menu, different student learning styles and needs were considered during the planning process. Some of the changes made to accommodate various students were:
Another benefit of math menus was its aid in effective assessment. Throughout, we were able to not only visually and orally, but were able to review students work to depict there understanding and application of concepts taught. Mini concept checks were implemented at the end of a math menu to more thoroughly understand where students were with the concepts taught that week. If students did poorly on the assessment, this did not deteriorate their mark. It merely assured that students were not pushed through onto new concepts before fully grasping the prior content provided. Students who needed extra time to relearn or practice particular multiplication concepts, they were provided so.
One of my favorite benefits of math menus was the ability to provide allotted times to work with either particular groups or individuals. Before implementing menus, we found it challenging to meet the needs of all students. Often, students were more busy raising their hands and waiting for work rather than doing the actual work. When incorporating math menus, students took more accountability for getting their work done and often assisted each other in their groups to solve problems. When students became more independent and engaged, this allowed us to grab either groups or individual students to the back to work on an option or to assess their current level of understanding. There was one student in particular who, during math classes, would often sit idly if not provided constant assistance. Although we were willing to provide such assistance, this would leave other students left without any assistance. By slowly working on gaining independence and placing this student in a group with students who displayed good leadership, this student spent less time idling. Having a schedule for conferencing groups and students allowed us to give more authentic and timely feedback to students. Students often worked on their ninja math fluency (fluency cards based on ninja skills) which allowed us to determine their math facts skills and discuss strategies they are currently using.
Another benefit of math menus is that it allows for a balance of individual, group, and class work. As a student intern, I was eager to find a good balance of meaningful instruction that was not too long in duration. Previously, a few lessons were more teacher-led which was problematic in many regards. With math menus, teachers can create a 10-15 minute mini-lesson focusing on core concepts in that weeks math menus. As a class, students can review and refresh concepts already learnt and focus on new strategies and skills together. We often had mini races students would try out to refresh their basic facts or they worked on interactive worksheets and used mini whiteboards when introduced to a new multiplication fact. After the mini-lessons, students were ready to continue learning independently or as partners on their menus.
All in all, I found that math menus was a great asset to my growth in differentiating in a multi-age classroom. I was able to more authentically assess, assist and instruct students whilst providing students work that was not only engaging, but provided them the ability to gain confidence and independency in their work.
Considerations
At young grades, short-term and long-term expectations need to be constantly reiterated. Students need reminders as to what is expected of them. I noticed that when I did not mention my expectation of the amount of options to be done during class, a handful of students would work entirely on one miniscule option for too long of a time. If not directed, a few students would focus entirely on the exciting options, such as card and board games, and forget to pace themselves appropriately to ensure other options were finished. After the first week of "trial-and-error", a teacher suggested a simple yet effective strategy: at the beginning of class, check where students are with their math menus and suggest that they, for example, finish 2 of the options today. That way, about midway during math class, you can pause the class and re-check student's progress and suggest they move to their last option. Although students gain increasing accountability for their work with the implementation of menus, they still need structured guidance throughout the process to ensure they are on task.
Another important consideration for menus is to ensure options are meaningful. For example, one of the first menus implemented had a fun "color by number" activity. It was not that this activity was necessarily inappropriate, but it did leave students focusing more on coloring than the math. After realizing students were spending a big chunk of their math time coloring the sheet, we realized that such options could be better off being a "last option" once more important work is done. Such activities can still be beneficial, for they often blend math with an activity that students thoroughly enjoy: the issue is more based on the need to balance such activities to ensure that time is being used to ensure students are mastering their basic facts. Additionally, work needs to be adjusted for students who are highly advanced. If we were to merely provide advanced students with an activity such as a "color by number", they would not be challenged enough to be growing their mathematical knowledge. Instead, I later incorporated deeper thinking activities that were still enjoyable yet challenging to ensure that these learners needs were more appropriately met.
A common issue I faced with math menus is the time it takes to make meaningful and authentic menus. A lot of time and consideration are needed to ensure that the menus are meeting a variety of needs while still remaining engaging and challenging. I found myself creating a variety of different menus to meet a variety of learning styles and needs. This was beneficial at the end, but I had to use time effectively, especially at the beginning, to make sure I was not overtly overwhelmed with the process.
Student Feedback
We had asked students what they thought of math menus. Here are some of their responses:
students survey: i like/dislike math menus because...
We had asked other teachers what they thought of math menus. Here are some of their responses:
teacher survey: find out their approaches to math menusor other multi-age strategies for math.
The above images are an example of one of the math menus I used for multiplication. There were a variety of benefits I found with math menus which will be more thoroughly discussed.
One major benefit that menus provide is student choice and accountability. With differentiation, it is essential that students feel successful and challenged simultaneously. Choice helps students to feel successful and allows them to take ownership of their learning whilst creating products that feel authentic to them. With math menus, students ultimately had to complete all their assigned tasks. However, the order was their decision.
Additionally, students had a variety of choice within the math menus. It was apparent at the beginning that I needed to further differentiate how students were to display their work. There were a handful of students who were not yet at grade-level with their reading and writing. Noticing that options such as, "write about it", was challenging for students who could not write out their thinking process. To avoid feelings of frustration and defeat, the display of their work and knowledge could be displayed in another way. Students who did not feel adequate with writing had the opportunity to voice record their response, or draw it out.
There were many students who felt more comfortable drawing illustrations to represent their thinking. One student in particular who struggled to stay on task or to work independently thrived with menus. It appeared that she had some sense of freedom, for she was able to choose what she would work on that day without needing a teacher to guide her with every step. Instead of needing another student or teacher scribe for her, she was able to draw out her process or come and explain her thinking. Rather than sitting idly, this student began to work diligently on her math menu. She exceeded previously established expectations. Although her math knowledge is not yet at grade level, there was major improvement in her willingness and determination to improve on her multiplication facts.
Math menus were beneficial to the extent that it allowed us to differentiate based on students' current level of understanding. Rather than focusing simply on implementing a grade 3 and grade 4 math menu, different student learning styles and needs were considered during the planning process. Some of the changes made to accommodate various students were:
- Quantity of work. I did not simply add extra work for advanced math learners. Instead, I found work that challenged them appropriately. Additionally, quantity of work was lessened for lower-level learners in relevance to their fluency. Instead of overwhelming them with endless worksheets, work was lessened to an amount that would keep them engaged yet challenged, working without feeling overwhelmed with the amount of work there was left to do.
- The level of work was adjusted according to pre-assessments. Bonus levels and challenges that required higher levels of thinking were provided to students who were easily exceeding expectations.
- The product. Some students did well with writing their thinking process, some preferred orally displaying their work, while others thrived from either drawing or using kinesthetic tools to display their thinking and learning. It is essential that math menus provides choice in the display of knowledge so students feel comfortable and successful.
Another benefit of math menus was its aid in effective assessment. Throughout, we were able to not only visually and orally, but were able to review students work to depict there understanding and application of concepts taught. Mini concept checks were implemented at the end of a math menu to more thoroughly understand where students were with the concepts taught that week. If students did poorly on the assessment, this did not deteriorate their mark. It merely assured that students were not pushed through onto new concepts before fully grasping the prior content provided. Students who needed extra time to relearn or practice particular multiplication concepts, they were provided so.
One of my favorite benefits of math menus was the ability to provide allotted times to work with either particular groups or individuals. Before implementing menus, we found it challenging to meet the needs of all students. Often, students were more busy raising their hands and waiting for work rather than doing the actual work. When incorporating math menus, students took more accountability for getting their work done and often assisted each other in their groups to solve problems. When students became more independent and engaged, this allowed us to grab either groups or individual students to the back to work on an option or to assess their current level of understanding. There was one student in particular who, during math classes, would often sit idly if not provided constant assistance. Although we were willing to provide such assistance, this would leave other students left without any assistance. By slowly working on gaining independence and placing this student in a group with students who displayed good leadership, this student spent less time idling. Having a schedule for conferencing groups and students allowed us to give more authentic and timely feedback to students. Students often worked on their ninja math fluency (fluency cards based on ninja skills) which allowed us to determine their math facts skills and discuss strategies they are currently using.
Another benefit of math menus is that it allows for a balance of individual, group, and class work. As a student intern, I was eager to find a good balance of meaningful instruction that was not too long in duration. Previously, a few lessons were more teacher-led which was problematic in many regards. With math menus, teachers can create a 10-15 minute mini-lesson focusing on core concepts in that weeks math menus. As a class, students can review and refresh concepts already learnt and focus on new strategies and skills together. We often had mini races students would try out to refresh their basic facts or they worked on interactive worksheets and used mini whiteboards when introduced to a new multiplication fact. After the mini-lessons, students were ready to continue learning independently or as partners on their menus.
All in all, I found that math menus was a great asset to my growth in differentiating in a multi-age classroom. I was able to more authentically assess, assist and instruct students whilst providing students work that was not only engaging, but provided them the ability to gain confidence and independency in their work.
Considerations
At young grades, short-term and long-term expectations need to be constantly reiterated. Students need reminders as to what is expected of them. I noticed that when I did not mention my expectation of the amount of options to be done during class, a handful of students would work entirely on one miniscule option for too long of a time. If not directed, a few students would focus entirely on the exciting options, such as card and board games, and forget to pace themselves appropriately to ensure other options were finished. After the first week of "trial-and-error", a teacher suggested a simple yet effective strategy: at the beginning of class, check where students are with their math menus and suggest that they, for example, finish 2 of the options today. That way, about midway during math class, you can pause the class and re-check student's progress and suggest they move to their last option. Although students gain increasing accountability for their work with the implementation of menus, they still need structured guidance throughout the process to ensure they are on task.
Another important consideration for menus is to ensure options are meaningful. For example, one of the first menus implemented had a fun "color by number" activity. It was not that this activity was necessarily inappropriate, but it did leave students focusing more on coloring than the math. After realizing students were spending a big chunk of their math time coloring the sheet, we realized that such options could be better off being a "last option" once more important work is done. Such activities can still be beneficial, for they often blend math with an activity that students thoroughly enjoy: the issue is more based on the need to balance such activities to ensure that time is being used to ensure students are mastering their basic facts. Additionally, work needs to be adjusted for students who are highly advanced. If we were to merely provide advanced students with an activity such as a "color by number", they would not be challenged enough to be growing their mathematical knowledge. Instead, I later incorporated deeper thinking activities that were still enjoyable yet challenging to ensure that these learners needs were more appropriately met.
A common issue I faced with math menus is the time it takes to make meaningful and authentic menus. A lot of time and consideration are needed to ensure that the menus are meeting a variety of needs while still remaining engaging and challenging. I found myself creating a variety of different menus to meet a variety of learning styles and needs. This was beneficial at the end, but I had to use time effectively, especially at the beginning, to make sure I was not overtly overwhelmed with the process.
Student Feedback
We had asked students what they thought of math menus. Here are some of their responses:
students survey: i like/dislike math menus because...
We had asked other teachers what they thought of math menus. Here are some of their responses:
teacher survey: find out their approaches to math menusor other multi-age strategies for math.