Loading...
  • Duration
    15 weeks
  • Location
    Online
  • Mode
    Online
  • Fees
    DET Fully Subsidised

Enhance differentiated and inclusive mathematics teaching in your school.

Leading Differentiated Teaching in Mathematics explores the pedagogical approaches that effectively meet the diverse mathematics learning needs of students in an inclusive manner.

School mathematics leaders require an understanding of how learning design can enable mathematical activities to be undertaken at an appropriate level for each student. This fully online course will equip you to lead teachers towards effectively differentiating learning opportunities for students with diverse abilities, backgrounds and performance levels. You will consider collaborative planning techniques that focus on elevating differentiation.

Leading Differentiated Teaching in Mathematics is part of Bastow's Numeracy Suite.

Note: There are 4 online numeracy courses commencing in Term 3 2022. Participants are able to apply for one course only, so please review the course information carefully before you submit an application.

Audience

Designed for Victorian government school teacher leaders (F-8) with a desire to further develop their pedagogical and inclusive learning design expertise. Participants could include:

  • primary or secondary numeracy or mathematics leaders
  • professional learning community leaders
  • curriculum coordinators.

Note: a maximum of 2 enrolments per school will apply due to capacity constraints.

Facilitators

Facilitated by Michele Klooger and Dr Penelope Kalogeropoulos from Monash University's Faculty of Education.

The estimated time commitment for this course is 3 hours per week during workshop weeks, and up to 2 hours per week during non-workshop weeks.

Over 15 weeks, you are expected to engage in and contribute to:

  • 5 virtual workshops
  • a weekly self-directed learning activity
  • a weekly school-based investigation task
  • a mathematics leadership project to be completed over the last 6 weeks of the course.

Additional support will be available through optional live discussion groups on non-workshop weeks. These are an opportunity for you to engage with your peers and facilitators in a more informal way, to support your learning.

Click on the ‘View dates and apply’ button for workshop dates and times.

Virtual workshops

You will participate in five 2-hour virtual workshops.

The workshops will focus on launching your learning for each of the 4 inquiry cycles. (Note: inquiry cycle 4 has 2 virtual workshops.)

  • Inquiry cycle 1: Understanding diverse learners in mathematics and the need for differentiation.
  • Inquiry cycle 2: Understanding challenging tasks and exploration of approaches for teaching effectively with challenging tasks.
  • Inquiry cycle 3: Exploring the phases of a maths lesson and effective lesson structures and pedagogies when using challenging tasks.
  • Inquiry cycle 4: Leading collaborative learning and planning.

Self-directed learning

Activities will include targeted professional readings, practice tasks and critical reflections.

School-based investigations

Each week, you will complete a short practical activity in your school connected to the week’s learning. You will report back and discuss your findings from this investigation with your colleagues on the discussion boards.

Mathematics leadership project

To support your learning, you will capture and apply your insights from each inquiry cycle in Mathematics Leadership Project during inquiry cycle 4. You will present your project findings and participate in a feedback process to evaluate the outcomes and recommendations.

You’ll gain knowledge and understanding of:

  • pedagogical approaches that can support differentiated, inclusive mathematics teaching
  • maintaining effective teaching in challenging circumstances
  • inclusive lesson structures
  • collaborative planning techniques that focus on elevating differentiation.

You will develop the skills to:

  • confidently identify, modify and implement effective pedagogical practices in the classroom that can further enhance differentiated and inclusive mathematics teaching
  • prioritise evidence-based, high-impact strategies and support others to use them consistently
  • model and demonstrate evidence-based teaching strategies
  • develop trusting relationships with students and staff
  • build high expectations of students and staff.

Course completion requirements

In order to receive a Certificate of Completion for this course, you are required to:

  • attend at least 80% of the virtual workshops
    (Note: Participation in at least 4 of the 5 workshops is required. These are to be attended on the scheduled day and time and cannot be reviewed in your own time in a catch-up capacity.)
  • complete at least 80% of the school-based investigation for each week
  • contribute to the discussion boards at least once per inquiry cycle
  • complete and submit a mathematics leadership project during inquiry cycle 4.

Leading Differentiated Teaching in Mathematics is fully subsidised by the Department of Education and Training for Victorian government school participants.

Before submitting an application for this course, please carefully consider the course information, the weekly requirements and time commitments.

It is important to note that there are 4 online numeracy courses commencing in Term 3, 2022. You are able to apply for one course only, so please review the course information carefully before you submit an application.

Additionally, school applications will be prioritised over DET employee applications.

Last updated 26 May 2022