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.


Symbols used throughout the course materials

Course Curriculum

INTRODUCTION
ANALYSING TASKS: A KEY ASPECT OF LESSON PLANNING FOR (PRE-)PRIMARY Unlimited
MT2 – Activity 1 – Task Sorting Activity Unlimited
CASE OF PRACTICE 1
Selecting and Analyzing Challenging Tasks Unlimited
MT2 – C1 – Opening Activity Unlimited
MT2 – C1 – Activity 1 – The Task Analysis Guide Unlimited
MT2 – C1 – Activity 2 – Selecting and Analyzing Tasks Using the TAG Unlimited
MT2 – C1 – Activity 3 – From Task Selection to Task Presentation and Implementation Unlimited
MT2 – C1 – Connections to (my) Practice Unlimited
MT2 – C1 – Closing Activity Unlimited
CASE OF PRACTICE 2
Planning for Differentiation: Considering the Task for Different (Groups of) Students Unlimited
MT2 – C2 – Opening Activity Unlimited
MT2 – C2 – Activity 1 – Analyzing Practice Unlimited
MT2 – C2 – Activity 2 – Considering Factors Influencing Task Implementation Unlimited
MT2 – C2 – Activity 3 – Planning for the Use of Enablers and Extenders Unlimited
MT2 – C2 – Connections to (my) Practice Unlimited
MT2 – C2 – Closing Activity Unlimited
CASE OF PRACTICE 3
Planning for Differentiation: Bringing Considerations of my Students into the Picture Unlimited
MT2 – C3 – Opening Activity Unlimited
MT2 – C3 – Activity 1 – Bringing Students Back to the Picture Unlimited
MT2 – C3 – Activity 2 – Thinking and Analysing Student Prior Knowledge Unlimited
MT2 – C3 – Activity 3 – Anticipating Student Alternative Conceptions Unlimited
MT2 – C3 – Activity 4 – Anticipating Possible Student Solutions Unlimited
MT2 – C3 – A4 – 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
21 STUDENTS ENROLLED
top