1 Welcome to Module 6 Classroom Resources and Management

1

Welcome to Module 6

Classroom Resources and Management

2

Setting the Stage for Learning

We will learn about the following topics:

Developing a mathematical community

Arranging and organizing the classroom

Choosing and using resources Structuring a mathematics

classroom

3

Getting Started

Consider the term “mathematical community”. In your table groups, brainstorm ideas about the meaning of the term. Record your ideas on chart paper. Be ready to present your ideas.

4

Key Messages

Young children, even infants, are developing mathematicians. They are naturally inclined to seek new learning through solving problems.

5

Key Messages

From the first day of school, the teacher’s role is to create an inviting mathematics environment, where students feel comfortable sharing their ideas, challenging others, explaining their thinking, seeking advice from others, and taking risks.

6

Key Messages

The first impression that students receive when they walk into a classroom is of the physical set-up. If the classroom is designed to stimulate learning and affect attitudes towards learning, it will convey to students, from the moment they arrive, a positive message about learning mathematics.

7

Key Messages

An effective mathematics program integrates a variety of resources in order to enhance student understanding, learning, and engagement. Such resources include manipulatives, children’s literature, computer software, and calculators.

8

Key Messages

Substantial amounts of time and resources are needed to create an effective learning environment. Teachers need extended periods of mathematics in order to provide time for exploration, guided instruction, shared learning, student discussion, and reflection.

9

Key Messages

All learners need opportunities to reflect on their experiences in a variety of ways in order to make personal connections and deepen understandings. The teacher needs to schedule time for sharing understandings and celebrating accomplishments.

10

Developing aMathematical Community

Teachers have the opportunity to extend students’ positive tendency for, and disposition towards, mathematizing.

dumptrucks not dumptrucks

11


To do this, they must create a community of mathematics learners in an environment of respect, responsibility, engagement, and high expectations.

12


If an environment of this type is not established, then students will not feel safe enough to take the risks necessary to deepen their mathematical understanding.

13


They will not ask the questions needed to clarify understanding, extend knowledge, and develop an interest and curiosity about mathematics.

14


Groups 1 – 3 will work on Conditions for a Positive Learning Environment. Groups 4 – 5 will work on First Steps.

Divide into 5 groups.

15


Groups 1 – 3 will complete jigsaw puzzle pieces cut from chart paper. Each group will be responsible for three puzzle pieces. These groups will complete puzzle pieces for the following topics:

16


Group 1: Learning Styles (p. 7.4)Immersion (p. 7.5) Models of Math (p. 7.5)

Group 2: Varied Opportunities (p. 7.6) Expectations (p. 7.6) Shared Responsibility (p. 7.7)

Group 3: Feedback (p. 7.7) Acceptance of Ideas (p. 7.8) Engagement, Interest (p. 7.8)

17


Groups 4 and 5 will work on First Steps by completing “footsteps” cut from chart paper. Each group will complete three “footsteps”.These groups are responsible for making “footsteps” for:

18


Group 4: Introduction (pp. 7.8–7.9) Respect (p. 7.9)Being Valued (p. 7.9)

Group 5: Relationships (p. 7.10) Problem Solving (p. 7.10) Expectations (p. 7.10)

19


…beginning with the First Steps.

20


lead to

21

Working on It

Arranging and Organizing the Classroom

22


The first impression that students receive when they walk into a classroom is of the physical set-up.

23


If the classroom is designed to stimulate learning and affect attitudes towards learning, it will convey to students, from the moment they arrive, a positive message about learning mathematics.

24


The arrangement of furniture, the types and quality of the visual displays, and the organization of materials should reassure students that theirs will be a safe and interesting learning environment, in which mathematics is valued and visible.

25


Complete BLM 6.1 as you read pages 7.11–7.16.

Reflect on your own classroom and consider its arrangement and organization.

26

Choosing and Using Resources

An effective mathematics program integrates a variety of resources in order to enhance student understanding, learning, and engagement. Such resources include manipulatives, children’s literature, computer software, and calculators.

27


Students who make their own models of mathematical ideas gain a powerful means of building understanding and explaining their thinking to others.

28


Group 1: Manipulatives (pp. 7.17–7.24)

Group 2: Literature(pp. 7.25–7.28)

Group 3: Software and Calculators(pp. 7.28–7.31)

Form three groups. Learn about the following resources:

29


Each group summarizes reasons for using the resource and the guidelines for its use.Record your ideas on BLM 6.2.

After you have completed your work, return to your table groups and share your information about the resources.

30

Structuring a Mathematics

Class

• build bridges from the concrete to the abstract;

In the mathematics classroom, teachers must devote sufficient time to focusing on students’ understanding and helping students as they:

3

31


Class

• make connections between mathematics and the real world;

32


Class

• develop problem-solving and communication skills;

33


Class

• develop their ability to reason mathematically.

34


Class

Mathematical topics and ideas should be addressed over a time period long enough for students to consolidate their learning and begin to develop fluency.

35


Class

Continuity is important; switching quickly from topic to topic does not enhance student learning.

36


Class

The most effective mathematics programs are delivered in uninterrupted blocks of time that provide a balance and range of teaching strategies.

37


Class

In making scheduling decisions, teachers should ensure that students have sufficient blocks of time every day for mathematics and that mathematics is threaded throughout the day.

38


Class

In Junior and Senior Kindergarten, there should be focused math time of 20 minutes each day, in addition to consolidation activities at centres within the classroom. Refer to pages 7.43–7.54 for more information on time considerations and integrated learning activities in the Kindergarten program.

39


Class

In Grades 1 to 6, a minimum of one hour per day should be allocated to mathematics.

40


Class

Group 1: Instructional Groupings (pp. 7.33–7.36)

Group 2: The Three-Part Lesson (pp. 7.36–7.38)

Group 3: Learning Centres / Calendar Time (pp. 7.38–7.40)

Group 4: Math Moments / “Math-aerobics” (pp. 7.41–7.43)

Divide into four groups. Read and summarize information from the guide on the following topics. Record your summary on chart paper to present to the whole group.

41

Reflecting and Connecting

In your classroom…

In your table group, examine the resources included in the appendices of Chapter 7. Pick one or more resources to try in your classroom. Be prepared to share your thoughts about the resource(s) at the next session.

Documents

1 Welcome to Module 6 Classroom Resources and Management