INTRODUCTION TO MODULE 2
The decisions we make as teachers when planning lessons not only provide a level of control over how the lesson will unfold but also shape our students’ learning opportunities, that is what they learn and how they learn it. Planning to engage all students in mathematically challenging tasks requires making decisions about designing, selecting, and analyzing/modifying challenging mathematics tasks in order to afford all students opportunities for high level thinking and reasoning. During this process, we need to develop an understanding of mathematics and mathematical strategies and practices from students’ perspective, anticipate possible student responses, challenges, and/or difficulties, as well as determine the level of scaffolding to be offered to different groups of students; in other words, it requires putting ourselves into our students’ shoes and seeing what is to be learned from their perspective. Differentiated instruction is proactive and includes more than adjusting instruction during real-time; in fact, during planning, we need to design lessons that support students with various needs, interests, ability and readiness levels and offer them appropriate levels of mathematical challenge. Considering such matters when lesson planning can both support us in lesson delivery and maximize student engagement and learning. The cases of practice in this module address different aspects of lesson planning in order to engage all students in mathematically challenging work.
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Course Curriculum
| INTRODUCTION | |||
| ANALYZING TASKS: A KEY ASPECT OF LESSON PLANNING FOR SECONDARY | Unlimited | ||
| MT2S – Activity 1 – Task Sorting Activity | Unlimited | ||
| CASE OF PRACTICE 1 | |||
| Selecting and Analyzing Challenging Tasks | Unlimited | ||
| MT2S – C1 – Opening Activity | Unlimited | ||
| MT2S – C1 – Activity 1 – The Task Analysis Guide | Unlimited | ||
| MT2S – C1 – Activity 2 – Selecting and Analyzing Tasks Using the TAG | Unlimited | ||
| MT2S – C1 – Activity 3 – From Task Selection to Task Presentation and Implementation | Unlimited | ||
| MT2S – C1 – Connections to my Practice | Unlimited | ||
| MT2S – C1 – Closing Activity | Unlimited | ||
| CASE OF PRACTICE 2 | |||
| Planning for Differentiation: Considering the Task for Different (Groups of) Students | Unlimited | ||
| MT2S – C2 – Opening Activity | Unlimited | ||
| MT2S – C2 – Activity 1 – Analysing Practice | Unlimited | ||
| MT2S – C2 – Activity 2 – Considering Factors Influencing Task Implementation | Unlimited | ||
| MT2S – C2 – Activity 3 – Planning for the Use of Enablers and Extenders | Unlimited | ||
| MT2S – C2 – Connections to my Practice | Unlimited | ||
| MT2S – C2 – Closing activity | Unlimited | ||
| CASE OF PRACTICE 3 | |||
| Planning for Differentiation: Bringing Considerations of my Students into the Picture | Unlimited | ||
| MT2S – C3 – Opening Activity | Unlimited | ||
| MT2S – C3 – Activity 1 – Bringing Students Back into the Picture | Unlimited | ||
| MT2S – C3 – Activity 2 – Thinking and Analyzing Student Prior Knowledge | Unlimited | ||
| MT2S – C3 – Activity 3 – Anticipating Student Alternative Conceptions | Unlimited | ||
| MT2S – C3 – Activity 4 – Anticipating Possible Student Solutions | Unlimited | ||
| MT2S – C3 – Closing Activity | Unlimited | ||
| EXTRA MATERIALS | |||
| EVIDENCE OF SUCCESS | Unlimited | ||
| BRINGING IT ALL TOGETHER | Unlimited | ||
| SUPPLEMENTARY MATERIAL | Unlimited | ||
| Appendix | |||
| Comparing Class and Grade Levels across Countries | Unlimited | ||
| ASSESMENT QUESTIONS | |||
| FInal Assignment Questions – Module 2 | Unlimited | ||
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