Using the Guided Math Framework to Provide Differentiated Instruction

The action research conducted in this north suburban public elementary school included twenty-one mathematics student participants in my homeroom, and a cohort of fourteen participants who have been my students as third and fourth graders. I examined teaching strategies that are instrumental in providing quality education for all learners, specifically differentiated instruction through Guided Math. This framework of instruction, designed by Laney Sammons, takes into consideration daily data collection about each student’s ability, learning style and learner profile. These considerations allow teachers to fine tune instruction for struggling students and higher achieving students. In this study, I compared diagnostic assessment data, summative assessment data, and analyzed the Guided Math student survey. The results show an increase in student motivation and achievement on multi-digit addition problems, multi-digit subtraction problems, and identifying landmark data. I will continue using the Guided Math framework to differentiate instruction for my fourth grade mathematics students