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

the characteristics and needs of the students;

Factors to consider when making planning decisions:

7

Key Messages

the categories listed in the achievement chart;

Factors to consider when making planning decisions:

8

Key Messages

the three instructional approaches: shared mathematics, guided mathematics, independent mathematics;

Factors to consider when making planning decisions:

9

Key Messages

the five strands of the mathematics curriculum;

Factors to consider when making planning decisions:

10

Key Messages

the big ideas and clusters of expectations in each strand.

Factors to consider when making planning decisions:

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

PlanningFormats

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

similarities and differences in your charts.

19

Working on It

InstructionalApproaches

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 group’s information to chart paper to be shared with the large group.

22

Instructional Approaches

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.