How I Use It
As an instructional coach on campus, I observed my teachers implementing GMM. Teachers often used it as independent practice of a skill that was just learned. The best part of GMM was that it allowed teachers to see what specifically students were struggling with as well as which students should be pulled for small group. Teachers often pulled small groups while the rest of the class worked on GMM. Teachers also used GMM to spiral previously learned material. Teacher found that this program reduced the amount of time that teachers needed to review before a test and gave students overall confidence in their math ability!
Get More Math has been a game changer for my campus. This past year, a 6th and 7th grade teacher at Westbrook Intermediate used GMM with their 270 students. As an instructional coach, I measured the impact GMM had on student achievement, which was profound! The percentage of student mastery increased on almost every exam given from the previous year. Our largest increase in student achievement was our Special Ed population which increased 20% - 50% on most campus level exams from the previous year. Beyond just an increase in scores, students were more confident in their math ability and they didn’t complain about having spend time using the program.
Other programs that we have tried seemed strong at the beginning, but students became burnt out on it and teachers were frustrated with the implementation. One thing that makes GMM different is the simplicity of using it in the classroom. Any time teachers had questions, GMM was there with an immediate response. GMM was always just an e-mail, phone call, or even text away! GMM made it easy to modify skills that were assigned to students and monitor student progress throughout the year. Teachers loved that the program was not based around a game but still had an “brain break” incentive for students that kept them engaged. They loved that students were invested in their learning and they, as teachers, received real time data on how students were performing which allowed them to meet the student where they were and help that student grow.
From the perspective of a student, this was the first program we’ve tried that by the end of the year, students were still heavily using it and enjoyed doing so, even during this time of distance learning. Teachers were able to assign GMM as a homework assignment or as a sub assignment and they were confident that their students would be engaged without constant monitoring. By using this program to spiral in previously learned material and new material, they noticed students were retaining information better than they have seen before. Teachers noticed that they no longer needed the extra time to review for an upcoming test.
I’ve never worked with a program with a stronger personal connection. Everyone I have worked with on the GMM team genuinely cares about the teachers and students GMM impacts. Because of the impact on student achievement and the personal attention from GMM representatives, we are now more passionate than ever to get this program in the hands of every intermediate student in the district!