1. 1 Welcome to Module 4 Planning the Mathematics Program/ Instructional Approaches

2. 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. 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. 4 Getting Started Circulate around the room to view the other T-charts.

5. 5 Key Messages Planning plays a critical role in the development of an effective mathematics program.

6. 6 Key Messages  the characteristics and needs of the students; Factors to consider when making planning decisions:

7. 7 Key Messages  the categories listed in the achievement chart; Factors to consider when making planning decisions:

8. 8 Key Messages  the three instructional approaches: shared mathematics, guided mathematics, independent mathematics; Factors to consider when making planning decisions:

9. 9 Key Messages  the five strands of the mathematics curriculum; Factors to consider when making planning decisions:

10. 10 Key Messages  the big ideas and clusters of expectations in each strand. Factors to consider when making planning decisions:

11. 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. 12 Key Messages A balanced mathematics program includes opportunities for all three instructional approaches: - shared mathematics - guided mathematics - independent mathematics

13. 13 Working on It Planning the Mathematics Program

14. 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. 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. 16 Working on It Planning Formats

17. 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. 18 Planning Formats similarities and differences in your charts.

19. 19 Working on It Instructional Approaches

20. 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. 21 Instructional Approaches Transfer your group’s information to chart paper to be shared with the large group.

22. 22 Instructional Approaches your information.

23. 23 Instructional Approaches Discuss the impact on the three instructional approaches of each of the statements on BLM 4.6.

24. 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. 25 Reflecting and Connecting Consider changes that you may want to make to improve your implementation of the three instructional approaches.