1 welcome to module 4 planning the mathematics program/ instructional approaches
TRANSCRIPT
1
Welcome to
Module 4
Planning the Mathematics Program/ Instructional Approaches
2
Getting Started
This section focuses on program planning and instructional approaches.
A well-planned program involves planning on three levels, and includes a balance of instructional approaches.
3
Getting Started
In groups of four, create a T-chart with two columns:- How I Was Taught Mathematics- How I Teach Mathematics
Use three colours to differentiate ideas that appear in:
• both columns,
• only the left column,
• only the right column.
4
Getting Started
Circulate around the room to view the other T-charts.
5
Key Messages
Planning plays a critical role in the development of an effective mathematics program.
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Key Messages
the characteristics and needs of the students;
Factors to consider when making planning decisions:
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Key Messages
the categories listed in the achievement chart;
Factors to consider when making planning decisions:
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Key Messages
the three instructional approaches: shared mathematics, guided mathematics, independent mathematics;
Factors to consider when making planning decisions:
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Key Messages
the five strands of the mathematics curriculum;
Factors to consider when making planning decisions:
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Key Messages
the big ideas and clusters of expectations in each strand.
Factors to consider when making planning decisions:
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Key Messages
Long-term plans, unit plans, and daily lesson plans are connected. They enhance one another and serve different roles. Together they provide a sound and cohesive course of action.
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Key Messages
A balanced mathematics program includes opportunities for all three instructional approaches: - shared mathematics - guided mathematics- independent mathematics
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Working on It
Planning the Mathematics Program
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Planning the Mathematics Program
In small groups, review the factors to consider when planning mathematics programs (p. 3.3).
Record your thoughts on BLM 4.1.
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Planning the Mathematics Program
For each factor, identify:
one reason why teachers need to consider the factor, and
two suggestions on how teachers can incorporate the factor into the planning process.
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Working on It
PlanningFormats
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Planning Formats
Work in your groups to complete:
BLM 4.2 — Long-Term Planning
BLM 4.3 — Short-Term Planning
BLM 4.4 — Daily Lesson Planning
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Planning Formats
similarities and differences in your charts.
19
Working on It
InstructionalApproaches
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Instructional Approaches
Form groups of 4 or 5.
Each group completes BLM 4.5 for one of the three instructional approaches: shared, guided, or independent mathematics.
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Instructional Approaches
Transfer your group’s information to chart paper to be shared with the large group.
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Instructional Approaches
your information.
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Instructional Approaches
Discuss the impact on the three instructional approaches of each of the statements on BLM 4.6.
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Reflecting and Connecting
Before the next session, use some of the planning templates on pp. 3.14 — 3.17.
Share other tools you use for planning your mathematics program.
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Reflecting and Connecting
Consider changes that you may want to make to improve your implementation of the three instructional approaches.