Welcome to Module 4

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Welcome to

Module 4

Planning the Mathematics Program/ Instructional Approaches

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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.

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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.

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Getting Started

Circulate around the room to view the other T-charts.

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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.

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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.