Welcome to Module 4

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.

6
Key Messages

• Factors to consider when making planning
  decisions

• the characteristics and needs of the students

7
Key Messages

• Factors to consider when making planning
  decisions

• the categories listed in the achievement chart

8
Key Messages

• Factors to consider when making planning
  decisions

• the three instructional approaches shared
  mathematics, guided mathematics, independent
  mathematics

9
Key Messages

• Factors to consider when making planning
  decisions

• the five strands of the mathematics curriculum

10
Key Messages

• Factors to consider when making planning
  decisions

• the big ideas and clusters of expectations in
  each strand.

11
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.

12
Key Messages

• A balanced mathematics program includes
  opportunities for all three instructional
  approaches
• - shared mathematics
• - guided mathematics
• - independent mathematics

13
Working on It

• Planning the Mathematics Program

14
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.

15
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.

16
Working on It

• Planning
• Formats

17
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

18
Planning Formats
Share...

• similarities and differences in your charts.

19
Working on It

• Instructional
• Approaches

20
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.

21
Instructional Approaches

• Transfer your groups information to chart paper
  to be shared with the large group.

22
Instructional Approaches
Share...

• your information.

23
Instructional Approaches

• Discuss the impact on the three instructional
  approaches of each of the statements on BLM 4.6.

24
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.

25
Reflecting and Connecting

• Consider changes that you may want to make to
  improve your implementation of the three
  instructional approaches.
•