Action Research Project

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Small Group Differentiated Math Instruction

Brittany Peterson
Gannon University

Action Research Project

GEDU 601 Action Research
August 15th, 2015

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Reflection

When reflecting on aspects of my classroom I wanted to improve, I automatically thought

about my math instruction. In a diverse classroom of twenty five fourth graders differentiation is
necessary, but what is a research based strategy that will help differentiate instruction? I chose to
focus on including guided math small groups twice a week. I feel this type of instruction will be
beneficial to reach individual student needs at their level. Data will be tracked throughout the
process specifically during the teacher station, which is not as easy to do with only whole group
instruction.
My research started with just small group instruction. After reading about its many
benefits and thinking back to the value I saw in it as a student, I knew it was what my research
needed to focus on. One of its many benefits includes the individual instruction and attention
students can receive. Continuing with my research lead me to the research question, What are
the effects of implementing differentiated instruction, specifically small groups, within a fourth
grade math class?
Overall, I feel this action research study will be beneficial to my classroom, and the data
will lead me to see both the positive and maybe negative aspects of it. It will help me to
determine if this type of math instruction is important and necessary within my classroom. With
the start of a new school year, I am a little worried about the planning for the implementation of
small group math instruction; however, I feel my action research plan has well prepared me for
implementing and researching this strategy.
Viewpoint Synthesis
This viewpoint synthesis was created for the action research project revolving around
differentiated instruction. The research will focus on implementing small groups for math

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instruction. With this instruction being implemented, the goal is to determine the effects of
applying this type of instruction to a 4th grade math class twice a week. While determining how
to deliver this small group instruction, it is important to review scholarly articles and literature
concerning this topic. Reviewing this information will help shape the small group instruction
based on information already learned and gathered by other researchers. This information offers
valuable and reliable strategies and explanations directly related to the topic. Within this research
there are also trends, conflicts, and gaps related to the topic that must be reviewed and analyzed
for best use of the literature.
Through this viewpoint synthesis current literature, articles, and journals have been
compared and contrasted in order to find common themes within the literature. First, all valuable
information found touches on differentiated instruction and its benefits. How instruction can be
differentiated was also explained, and many articles mentioned how small groups can be used to
help meet the needs of all students. With small groups in mind, the importance of students
working without teacher assistance and managing their own learning was also a key aspect.
Finally, how to form the small groups and the types of grouping was common theme. One gap in
the research was what should specifically be done within the small groups to provide the most
differentiated instruction, although Sammons (2009) points out that within those groups teachers
are to focus on the students individual ability level and need. This piece of literature also points
out the importance of making the other learning stations meaningful and beneficial to each
individual student. Another gap within the literature includes how much time students should
spend in the small groups. Finally, the research shows a gap in the specific data regarding how
beneficial small group differentiated instruction is compared to whole group instruction.
However, all sources find that it is valuable.

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Considering this research study is based around differentiated instruction, it is first

important to point out what it is. Walle & Karp (2010) explain that the goal of differentiated
instruction is to enable each child to successfully reach objectives without changing the
objective. Therefore with that goal in mind, all articles point out that differentiated instruction is
a way to meet all students needs in the now diverse, inclusive classroom setting. It is a process
through which teachers enhance learning by matching student characteristics to instruction and
assessment (Andreasen & Hunt, 2012, p. 238). Differentiated instruction, including small group
instruction is extremely important because if teaching strictly with direct instruction the teacher
has to hope all students will understand the same way to lean the same ideas (Walle & Karp,
2010). Teachers know and understand this is not the case and that this does not help students
learn. Teachers who make change in their mathematics instruction by adjusting to childrens
needs and who celebrate classroom diversity are those who truly support student learning
(Walle and Karpe, 2010, p. 93).
As the research points out differentiation is necessary, but now it is important to look at
how to differentiate the instruction. Scaffolding is an accommodation provided through
differentiated instruction that can be extremely beneficial to all learners. When scaffolding
instruction the teacher can focus on differentiating the content, product, or process depending on
the students. (Walle & Karp, 2010; Andreasen & Hunt, 2012; Kracl, 2012) This is where small
group instruction can be extremely beneficial for differentiation. As stated by Andreasen and
Hunt, math stations can be an effective solution to the challenge of accommodating the wideranging instructional needs of a diverse student population (Andreasen & Hunt, 2012, p. 240).
One way to easily differentiate within those math stations is to differentiate the content by how
much help the teacher provides, how structured the lesson is, and the complexity of the tasks.

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(Kracl, 2012; Andreasen & Hunt, 2012) Process differentiation within the small groups would
involve the teachers providing more than one way for students to make sense of the mathematics
they are learning, and product differentiation would include the teacher offering alternative ways
for students to demonstrate what they have learned (Kracl, 2012; Sammons, 2009).
Another major theme that also contains some gaps within the research relates to the
grouping of students for small group differentiated instruction. All research either mentioned
heterogeneous grouping (mixed/working) or homogeneous grouping for the small groups.
Researchers Thomas and Fang examined the effects of heterogeneous and homogeneous
grouping on the mathematical achievement of students in third grade and they found there was
no statistical difference between the two grouping types (Thomas & Feng, 2014, p. 27). Walle
and Karpe (2010, p. 95) felt that ability grouping (homogeneous grouping) should be avoided
because then children perceived as less able are not exposed to higher-level thinking and quality
mathematics.
On the other hand, Kracl, Andreasen & Hunt, and Sammons, all base their small group
math instruction around homogeneous grouping. Their literature pointed out that the small
groups can be homogenous groups that come from the larger mixed ability group and can be
changed as needed for each skill. Despite the discrepancy between articles regarding the type of
grouping, a key aspect found in all literature was that it was important for groups to be flexible.
(Walle & Karpe, 2010; Andreasen & Hunt, 2012; Kracl, 2012; Thomas and Feng, 2014;
Sammons, 2009) This shows that despite the diverse opinions in research, groups can be either
homogenous or heterogeneous and still be successful. Considering the majority of the research
points towards homogenous grouping specifically for differentiating instruction, that is what will
be used for this specific research study.

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In conclusion, these articles help to form an action research study based on small group
differentiated instruction. First, they provide a definition of differentiated instruction and why it
is necessary in todays classroom. Many of the articles touch on the benefits and help the reader
to understand how the instruction can be differentiated: through the content, product, or process.
Small group math instruction is pointed out as being a key strategy to incorporate differentiated
instruction within the classroom. The way the groups are organized can be seen as a gap,
although there are some commonalities within the articles. Overall, homogeneous grouping will
be used for this research project.
This research is all relevant in forming an action research study based on differentiated
instruction using small groups. This literature helped to verify the point that differentiated
instruction in necessary and small group instruction is one beneficial strategy. This viewpoint
synthesis is important in the overall action research project because it allowed the researcher to
reflect and analyze relevant sources themes, gaps, and trends regarding the topic. Now, with
valuable and reliable sources considered, the action research plan can easily be developed using
all the information gathered and learned.
Purpose
The purpose of the action research study is to determine how to differentiate instruction
in an elementary math class. The study will look at different interventions used to differentiate,
specifically small groups and guided math, to determine the effects of implementing this type of
differentiated instruction as compared to whole group math instruction. The desired outcome is
that many positive effects will be observed, and students will show math proficiency on
assessments when taught in a differentiated setting at least two times per week.

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This research study fits my values and beliefs because I feel it is the teachers job to make
sure he/she is meeting the needs of all the students in the classroom. Educators today are faced
with very diverse students, who all need different levels of support and enrichment. Currently,
equity in education is of increasing concern as teachers encounter more and more diversity in
inclusive classroom environments (Andreasen & Hunt, 2012, p. 238). Working in these types of
environments requires teachers to deliver instruction that addresses all the students needs so that
they can be successful learners. This research study will help to implement and analyze
differentiation and strategies that make it possible for teachers to reach all of their students.
Setting/Participants/Collaboration
The setting for this action research study will take place at Kane Area Elementary School
in Kane, PA. This school is located in McKean County, and is a small, rural school district. This
school district has approximately 1,197 pupils, 92 teachers, 76 support personnel, and 12
administrators. The participants in this study will be approximately twenty five students in a 4th
grade math class during the 2015-2016 school year. The class will consist of a mix of males and
females. There will also be a mix of ability levels within the class ranging from below basic to
advanced scores on a study island benchmark test. Although direct collaboration will not be a
part of this study, the math interventionists, other 4th grade teachers, and administration will be
referenced throughout the study regarding instruction and assessments.

Intervention/ Innovation
The intervention to be used for this research study is differentiated instruction,
specifically small group math stations. These stations will take place a minimum of two times a
week and they will replace a regular math block (direct instruction followed by math practice).

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There will be four stations that the students will rotate through during the math block, and they
will be fifteen minute stations. Through these stations the teacher will differentiate the content,
process, and or product for each station. For planning purposes the teacher will need to first
consider content to be taught and where students understanding currently stands. From there, the
educator can decide the types of differentiation needed. Students will then be grouped both
heterogeneously and homogeneously depending on the study and introduced to the practice or
assessments tasks designed by the teacher. Homogeneous grouping will be used mostly for the
small group stations.
Methods of Data Collection
Data collection strategies will be used to help answer the research questions. Artifacts
will be used as a way to gather data, and they will help to show student achievement and growth
when using small group differentiated instruction. Artifacts for the study, including both student
generated and teacher generated, include teacher-made tests, standardized tests, math journals,
and lesson plans. On teacher made tests, the teacher will be looking to see if students can show
mastery of the lesson taught, thus demonstrating effectiveness. Standardized tests such as the
PSSAs and Study Island can be used to document growth during the time differentiated small
group instruction is provided. Observational data will also be used and this type of information
can help determine why and intervention was successful or unsuccessful and how the content of
this setting affected the study (Hendricks, 2013, p. 100). This will relate to the study
considering the question revolves around finding the effects of implementing this type of
instruction. Class discussions, teacher made observations, evaluation reports, and communication
made with the parents can all relay valuable information regarding the effects of this type of
instruction.

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Baseline data will not be an important part of my study. Because I am not trying to find
out if differentiated instruction will have an effect on student growth as a main research question,
I do not need data to base this off of.
These data collection strategies will allow me find the effects of implementing
differentiated instruction. Through artifacts I will be able to see if students are being successful,
and observational data will allow me to document detailed notes as to how my instruction is
effected with the implementation of differentiation in small groups.
Plan for Increasing Validity
When initially beginning my action research study I wanted to find a way to reach all my
students in math class. I wanted to find a way to differentiate instruction to meet the needs of all
learners. My goal was to find something that would help each individual child grow and learn at
their own level while being engaged in math. I believe it is my job as an educator to reach out to
each individual student, and to help them to the most extent possible. In order for me to find
ways to increase the validity of my action research, it is important to consider not only the values
I have but also the nature of the study, its purpose, and the audience with which you will share
the results. (Hendricks, 2013, p. 126). Considering the purpose is to help me improve my math
class to make it more differentiated for my students I will mainly be focusing on truth-value
validity, outcome validity, and catalytic validity.
In order to increase these types of validity there are different strategies I will need to
follow. First, to increase truth-value validity observations completed will be both persistent and
prolonged. I will also be sure to triangulate data sources so that multiple forms of data are
utilized, thus increasing validity and credibility. (Hendricks, 2013, 89) Finally, I will be sure to
incorporate discussions and debriefing with my peers/colleagues in order to enhance the truth-

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value validity. Also, since my study revolves around changing my practice to a more
differentiated one, it is important to use continuous, ongoing, and reflective planning to increase
the outcome validity. Overall, these types of validity will help me to receive accurate data
regarding the implementation of small group differentiated math instruction.
Conclusions
This research study focused on the primary research question of, What are the effects of
implementing differentiated instruction, specifically small groups, within a fourth grade math
class? The broad purpose of this action research study was to determine how to differentiate
instruction in an elementary math class. This study then looked at different interventions used to
differentiate, but mainly focused on small group math station instruction and guided math
instruction. The researcher chose to look at the effects of implementing this type of math
instruction as compared to whole group math instruction. The desired outcome is that many
positive effects will be observed, and students will show math proficiency on assessments when
taught in a differentiated setting at least two times per week.
The hypothesis for this study is that students in the fourth grade classroom will show
math proficiency when taught using differentiated instruction, specifically small groups twice a
week, as compared to direct, whole group instruction. Also, by incorporating math stations
learning will be maximized for all students, therefore the need for individual accommodations
will be minimized. The intervention of small group math stations will take place a minimum of
two times a week and they will replace a regular math block (direct instruction followed by math
practice). There will be four stations that the students will rotate through during the math block,
and they will be fifteen minute stations. In order to determine the outcome of small group
differentiated math instruction many data collection methods will be used including artifacts.

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Artifacts for the study, including both student generated and teacher generated, include teachermade tests, standardized tests, math journals, and lesson plans. Finally, observational data will
be used to document the effects of this type of instruction. Overall, through this study the effects
of implementing this type of math intervention will be found.

References
Andreasen, J., & Hunt, J. (2012). Using math stations for commonsense inclusiveness:

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Teaching elementary math, 19(4), 238-246. Retrieved from www.nctm.org

Hendricks, C. (2013). Improving schools through action research: A reflective practice
approach. Upper Saddle River, NJ: Pearson.
Kracl, C.L. (2012). Managing small group instruction through the implementation of literacy
work stations. International journal of psychology: A biopsychosocial approach, (10),
27-46.
Sammons, Laney. (2009). Guided math: A framework for mathematics instruction. Huntington
Beach, CA: Shell Education.
Thomas, E. & Feng, J. (2014) Effects of ability grouping on math achievement of third grade
students. Online Submission.
Walle, J. & Karp, K. (2010). Elementary and middle school mathematics: Teaching
developmentally. Boston, MA: Allyn & Bacon.

Appendix
Appendix A

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Data Collection Matrix

Research Question
Primary Research Question: What are the
effects of implementing differentiated
instruction, specifically small groups, within a
fourth grade math class?

Appendix B
Data Collection Timeline

Data Sources
Teacher made tests
Study Island quarterly
benchmarks
Journals
Class discussions
Observations
Lesson plans
Evaluation reports
Math SLOs
Communication with parents
PSSA scores- growth shown

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Prior to school starting: Meet with principal and math interventionist to discuss math plan for
the upcoming school year.
August 25: Open House. Share letter with parents briefly explaining math instruction for the
year. Note any parent comments or opinions regarding this information or previous math
instruction.
August 26- September 2: Begin to introduce students to math class structure. Prepare them for
small group instruction by setting small group rules and expectations.
September 1: Study Island Benchmark Baseline test
September 8: Begin incorporating guided math small group instruction and stations into lessons
Planning involved for each unit- 1. Determine big idea and student needs 2. Use
information for informal and formal assessments to group students 3. Select teaching points for
each group 4. Prepare differentiated lessons based on students needs 5. Document throughout
(Sammons, 2009 p. 2402)
October 29: 1st marking period endings
Reflect with colleagues regarding math instruction
*review all data collection
November 2: Study Island Benchmark 1
Continue Guided math small group instruction through Q2
Continue all forms of data collection throughout the quarter
Compare data from Study Island Assessments and determine growth. Keep note of students
showing least amount of growth and progress monitor throughout next quarter.
January 15: Second marking period ends
*review all data collection

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January 19: Study Island Benchmark 2

March 23: Third marking period ends
*review all data collection
March 29: Study Island Benchmark 3
May 31: Final Study Island Assessment
June 2: Final marking period ends
June 3 June 10: All data collection methods need to be reviewed in order to best answer the
research question. Final components of study will be completed and the researcher will then
decide if this type of math instruction will be used in the following school year. Discussions will
be had with administration with regards to introducing guided math to other colleagues for the
following school year.
-Data collection will continue throughout the whole school year, specifically documenting the
effects of differentiated instruction.
-Student progress will be documented through weekly formal and informal assessments and
study island benchmarking. Notes will specifically be made to see which ability level of students
are showing the most growth.

Appendix C
Small Group Differentiated Math Lesson Plan Template

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Intro to skill/
math review/
math word
problem
15 min.

15 min.

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Low
group 1
Whole Class

On Level
group 2
Whole Class

On Level
group 3
Whole Class

Above Level
group 4
Whole Class

Meet with
Teacher- review,
teach, and
practice math
skill
Math Game/ Fact
Practice

Independent
Work

Dream Box

Math Game/
Fact Practice

Meet with
Teacher- review,
teach, and
practice math
skill
Math Game/ Fact
Practice

Independent
Work

Dream Box

Meet with
Teacher- review,
teach, and
practice math
skill
Math Game/ Fact
Practice

Independent
Work

15 min.

Dream Box

15 min.

Independent
Work

Dream Box

Meet with
Teacher review, teach,
and practice
math skill

*Dreambox is a computer based math program where students work at their own level
*Independent work, meet with teacher and math game / fact practice will all be differentiated to meet the
students needs.

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Appendix D
Student

Skill Mastered

Notes/ Comments/ Concerns

*Skills mastered will include standards being taught. This will be used to show proficiency of
skills along with the teacher made test.
*Notes sections will include any observations that relate to finding effects of small group
instruction.