**INTRODUCTION TO MODULE 5**

This module is centred on the atmosphere that exists in a class. Sometimes it may be called the classroom climate, environment, mood, tone, standards, expectations or values. In this module it is referred to mainly as the classroom culture.

It refers to what behaviours, work habits and attitudes among students and between teacher and students are acceptable and what ones are not. It may be evident in who asks questions and to whom; in perceptions students have of themselves in the class and of other students; in how correct and incorrect answers are handled; and in how new or alternative methods of working are viewed. In short, it is about what is valued and not valued in the class and the students’ perceptions of this. It is something that can be shaped by a teacher early in the year but as ways of working and being in the classroom become established, changing the classroom culture becomes more difficult. Yet, where aspects of a classroom culture are problematic, it is always worth trying to address it.

In this module, teachers will learn about ways to conduct their classrooms so that mathematics instruction can be differentiated for all students and so that all students can experience challenge in mathematics. The classroom culture is important here. For example, in one school we encountered a teacher teaching sixth class students who did not use manipulative materials in the classroom because some students would laugh at students who used them because they were perceived as being for younger students. In another classroom, if students were given work that was challenging, several students immediately responded by saying “I can’t do this” before they even tried. These are the kind of responses that may be eliminated if a classroom culture is hospitable and not hostile to differentiated instruction and challenging tasks.

Four cases of practice in this module are organized around four themes.

• Planning practices to complement culture building

• Establishing and maintaining norms of action and interaction

• Establishing stuctures for supporting all students’ independent and collaborative activities

• Arranging the physical environment (including resources) to support a classroom culture of differentiation and working on mathematically challenging tasks

Separate activities are provided for pre- and primary school teachers and post-primary teachers. The Introductory activities are intended for all teachers.

### Course Curriculum

GENERAL GUIDELINES | |||

GENERAL GUIDELINES | Unlimited | ||

INTRODUCTION | |||

TEM5 – CHALLENGES AND DIFFERENCES IN ALL KINDS OF LEARNING | Unlimited | ||

CASE OF PRACTICE 1 | |||

TEM5 – CP1 – Planning Practices to Complement Culture-Building | Unlimited | ||

TEM5 – CP1 – Activity 1 – Problematising the Role of Key Mathematical Ideas | Unlimited | ||

TEM5 – CP1 – Activity 2 – Discussing the Establishment of Planning Practices | Unlimited | ||

TEM5 – CP1 – Activity 3 – Collaborative Activity | Unlimited | ||

TEM5 – CP1 – Connections to (My) Practice | Unlimited | ||

TEM5 – CP1 – Closing Activity | Unlimited | ||

CASE OF PRACTICE 2 | |||

TEM5 – CP2 – Establishing and Maintaining Norms of Action and Interaction to Promote Differentiation and Mathematical Challenge | Unlimited | ||

TEM5 – CP2 – Activity 1 – Commutativity | Unlimited | ||

TEM5 – CP2 – Activity 2 – Sociomathematical norms | Unlimited | ||

TEM5 – CP2 – Connections to my Practice | Unlimited | ||

TEM5 – CP2 – Closing Activity – Communicating your ideas | Unlimited | ||

CASE OF PRACTICE 3 | |||

TEM5 – CP3 – Establishing Structures for Supporting All Students’ Independent and Collaborative Activities in Pursuit of Differentiation and Mathematically Challenging Tasks | Unlimited | ||

TEM5 – CP3 – Activity 1 – (i) Problematising the Role of Key Mathematical Ideas or (ii) Responding to Children’s Mathematical Errors | Unlimited | ||

TEM5 – CP3 – Activity 2 – Discussing the Establishment of Structures | Unlimited | ||

TEM5 – CP3 – Activity 3 – Noticing the Structures that the Teacher Uses for Supporting All Students’ Independent and Collaborative Activities | Unlimited | ||

TEM5 – CP3 – Connections to my Practice | Unlimited | ||

TEM5 – CP3 – Closing Activity | Unlimited | ||

CASE OF PRACTICE 4 | |||

TEM5 – CP4 – Arranging the Physical Environment (including Resources) to Support a Classroom of Working on Mathematically Challenging Tasks and Differentiation | Unlimited | ||

TEM5 – CP4 – Activity 1 – Prioritising aspects of the classroom physical environment | Unlimited | ||

TEM5 – CP4 – Activity 2 | Unlimited | ||

TEM5 – CP4 – Activity 3 (Option A) – Critiquing classroom layout | Unlimited | ||

TEM5 – CP4 – Activity 3 (Option B) – One teacher describes and justifies classroom layout choices. | Unlimited | ||

TEM5 – CP4 – Activity 4 – Reviewing use of materials | Unlimited | ||

TEM5 – CP4 – Connections to my Practice | Unlimited | ||

TEM5 – CP4 – Closing Activity | Unlimited | ||

APPENDIX | |||

Appendix | 00:00:00 |

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**6 STUDENTS ENROLLED**