Case
Cluster Math

I am currently teaching a cluster math class, which means that I have very low students and advanced math students all in the same class. I provide instruction the same way for all students, but then about half of my class is ready to move on and the other half needs remediation to be successful. What is the best way to use my time in order to challenge advanced students and remediate struggling students in the same class period?

Posted on: 10/19/15 | Views: 1284
Solution #1
Top Solution
I would spend a very small amount of teaching time in direct instruction. I'd spend most of the time together in differentiated small group instruction. While you're teaching a small group, have other students working on computers with online lessons, online practice, centers, independent work, projects, etc. Then rotate. I agree with previous posts, that you should not "teach to the middle". It's not fair to anyone. Higher students are not learning. Lower students can't comprehend.

This is a very good and detailed article.

very insightful and a great solution.

I think this is a very good solution

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Solution #2
Hello uGaLaz, I would stop teaching to the middle and instead develop lessons that are beneficial for all learners. By having multi-faceted lessons students from the lowest level and highest level can work and learn together. I would suggest having a peer tutoring environment. By teaching with differentiation and student modalities in mind, lower level learners can work on visual or kinesthetic activities; while student with higher learning levels provide a secondary level of feedback, assistance, and intervention beyond that which the teacher provides.

I'm a teacher of gifted students. I don't like to use peer tutoring in the classroom. When higher achieving students are peer tutoring, they are not learning. Some research suggests that students that learn the least in a school year are not the lower students, but those who are higher. Teachers are less likely to be attentive to their needs because they are confident in their ability to succeed in high stakes tests. Please don't neglect the higher students.

This is a very good and detailed article.

I feel this is a great idea to help with this problem and support all students in the class.

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Solution #3
I would try using centers, grouping students who are on the same level together. The lower students would have small group teacher time to go over the lesson again. During this time other groups can work on assignments, homework or catch up on STmath. When doing the small group "re-teach" lesson be sure you are in a spot where you can see the class and spend time with other groups through the class period. Always have extra assignments and questions ready so you are not interrupted when working with students.

This is a good solution!

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Solution #4
Are your low students in special education or EL, if so, can the case manager of the students help provide an activity on the student's instructional level? Have you thought about a tiered level of activities? I know it takes time upfront to complete differentiated lessons and activities, but it is worth the time and effort when the students are able to complete the lesson independently. Have you thought about videoing or recording to help remediate?

This is a very good and detailed article.

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Solution #5
Could you break the class into smaller groups to work on instruction. You could use a centers concept to allow students to work at their own pace towards the same standards, while you work with small groups to provide support. There are a lot of online math options that can help with this.
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Solution #6
This is a very tricky situation. I would try delivering the lecture to all the class in way all students understand the main idea. Then I would divide students in groups according to their skills and give them work. While the advanced and medium students work you can work closely with the struggling ones and build up the skills they need to move forward. If necessary, I would accommodate the assessments as well.
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Solution #7
Maybe do small group. Go through the lesson and have the higher students work together, and the lower students work with you.
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Solution #8
Giving the students in more advanced math their whole group math and then work on remediation with the other students. When you notice that the students are finishing, teach them the next level of math to have the students with remediation work on their own.
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Solution #9
One strategy I saw when I was a student and used in my internship was having students work in groups to complete activities. This allows both students to work off of each other in order to learn the material and gives you time to speak with individual students and help them (or their groups, as far as the students are told) in more detail.
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Solution #10
I would try pairing up the students; pair up a student who understands what is being taught to a student who is struggling. This gives the one student the challenge of seeing if they retained enough information to teach it; and the struggling students will be able to work one-on-one with someone helping them explain where they are struggling.
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Solution #11
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Solution #12
I would teach the lesson at a slightly slower pace, then have some math intervention activity where high and low students are paired together. Have the higher students teach the lower ones, and then split into small groups for further remediation while students who understand do a challenging activity with what they have learned.
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Solution #13
I would offer tutoring to these students or tell them they can catch up or always ask questions in your office on your planning period.
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