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Leading Differentiated Teaching in Mathematics

  • Audience
    Teacher
    Teacher leader
  • Next Intake
    4 August
  • Location
    Online
  • Duration
    15 weeks
  • 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. 

You will understand how attending to specific learning design characteristics when developing (or sourcing) tasks can enable the whole class to be undertaking the same core mathematical activity, at a level of challenge appropriate for each student.

This fully online course will equip you to effectively differentiate learning opportunities for students with diverse abilities, backgrounds and performance levels.

Leading Differentiated Teaching in Mathematics is facilitated by Dr James Russo and Associate Professor Ann Gervasoni from Monash University's Faculty of Education.

Leading Differentiated Teaching in Mathematics supports the ‘Instructional and shared leadership’ dimension of the ‘Professional leadership’ priority area of the Victorian Education State Framework for Improving Student Outcomes (FISO).

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

Audience

Designed for primary and secondary numeracy or mathematics leaders with a desire to further develop their pedagogical and inclusive learning design expertise, including:

  • primary or secondary numeracy or mathematics leaders
  • curriculum coordinators
  • classroom teachers.

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

  • virtual workshops
  • self-directed learning
  • an applied learning project.

The estimated time commitment is up to 2 hours each week.

Virtual workshops

You will participate in five 2-hour virtual workshops.

Each workshop will focus on unpacking an inquiry cycle:

  • Inquiry cycle 1: Understanding diverse learners in mathematics and the need for differentiation.
  • Inquiry cycle 2: Understanding challenging tasks and exploration of approach 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

Self-directed learning activities in your own time include:

  • targeted professional reading and research
  • critical reflection
  • online micro-lessons
  • contributing to online discussion boards.
     

Applied learning project

The course is structured around inquiry cycles. To support your learning, you will capture your insights from each inquiry cycle in your applied learning project.
 

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.

 

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

Briony Barnard
Course Coordinator
03 9084 8725
briony.barnard@education.vic.gov.au

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