| CODE | MSM5005 | ||||||||||||||||||||||||
| TITLE | Personalising Learning in the Mathematics Classroom | ||||||||||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||||||||||||||
| DESCRIPTION | The study-unit has the following three components, the sequence of which is not necessarily linked to the manner in which they will be presented to students: (a) A number of lectures which present the theories that underpin the ideas related to personalised learning and differentiated teaching, which are being viewed here as two sides of the same coin. Students will be given tasks related to these issues that they will expected to work upon during the weekly visits to school related to methodology. (b) Practising teachers (e.g., doing team teaching, teaching a ccp maths class, etc.) will be invited to meet and discuss their positive experiences with students. Students will also be invited to visit their classrooms in order to see them teach. These visits will provide a number of case studies for students to observe, reflect upon and learn about a personalised approach to teaching and learning. (c) Let Me Learn specialists will lecture students on this programme with an eye on helping students reflect on their own learning patterns and to help them build a level of knowledge to use the benefits of LML with their pupils in class. Study-Unit Aims: - Present and discuss the theories related to the processes of personalised learning and differentiated teaching. - Make students aware of the pedagogical benefits of adopting a personalised learning and differentiated teaching approaches in the mathematics classroom. - Discuss issues related to the maths classroom vis-a-vis diversity, cultures, gender, inclusion, disability, gifted pupils, special educational needs, language of instruction etc. - Promote the notion of fairness for ALL learners (irrespective of social background, culture, race, gender, differences in ability and disabilities, etc.). - Promote a hands-on approach related to how students can deal effectively with such issues inside the mathematics classroom. - Train students to learn about teaching and learning through case studies of real life situations. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - explain teaching and learning as processes that need to match the needs of individual pupils in class. - discuss the theories related to personalised learning and differentiated teaching. - describe the links between personalised learning and issues related to fairness and respect for all pupils. - theorise from case studies. - list and discuss the four learning types that emerged from the Let Me Learn programme. 2. Skills: By the end of the study-unit the student will be able to: - plan, conduct and evaluate lessons that respect student diversity and take into consideration issues related to personalised learning and differentiated teaching. - analyse classroom and school incidents from a fairness and respect for all perspective. - administer and evaluate the Let Me Learn survey with pupils in class. - plan lessons that take into consideration pupils' different learning styles. - plan assessment episodes that is in line with personalised leaning. Main Text/s and any supplementary readings: Main Texts: - Grace, S., & Gravestock, P. (2009) Inclusion and Diversity: Meeting the Needs of all Students. New York: Routledge. - Malloy, C.E. (ed.) (2008) Mathematics for Every Student: Responding to Diversity. Reston, VA: NCTM. - Cefai, C. (2010). Supporting the inclusive education of students with social, emotional and behaviour difficulties. In A. Azzopardi (Ed.), Making Sense of Inclusive Education. Berlin: VDM Verlag Dr. Muller publications. Supplementary Readings: - Miles, T.R., & Miles, E. (ed.) (2004) Dyslexia and Mathematics. London: Routledge. - Putnam, J.W. (1998) Cooperative Learning and Strategies for Inclusion: Celebrating Diversity in the Classroom. Baltimore: Paul H. Brookes. - Tomlinson, C.A. (1999) The Differentiated Classroom: Responding to the Needs of All Learners. USA: Association for Supervision & Curriculum Development. - Camenzuli, J., & Buhagiar, M.A. (2014) Using inquiry-based learning to support the mathematical learning of students with SEBD, The International Journal of Emotional Education, 6(2), 69-85. - Cefai, C., & Cooper, P. (2009). Promoting Emotional Education. London: Jessics Kingsley Publishers. - DuPaul, G.J., & Stoner, G. (2004). ADHD in the Schools. New York: The Guilford Press. - Fogell, J., & Long, R. (2007). Supporting Pupils with Emotional difficulties: Creating a caring environment for all. London: David Fluton Publishers. - Hoffman, E. (2009). Listening to Students Voices: Fifth Grader’s Perceptions of their Mathematics Learning. Berlin: VDM Verlag Dr. Muller publications. - Huges, L., & Cooper, P. (2007). Understanding and supporting children with ADHD: Strategies for teachers, parents and other professionals. London: Paul Chapman Publications. |
||||||||||||||||||||||||
| ADDITIONAL NOTES | Pre-requisite Qualifications: 70 ECTS at Undergraduate level or higher in Mathematics | ||||||||||||||||||||||||
| STUDY-UNIT TYPE | Lectures, Seminars and Placement | ||||||||||||||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||||||||||||||
| LECTURER/S | Michael Buhagiar Jonathan Camenzuli |
||||||||||||||||||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
|||||||||||||||||||||||||