University of Haifa will develop diagnostic assignments, scale up implementation in classrooms, and gather feedback from teachers
As five-unit mathematics classes become larger and more diverse, we are seeing selective teaching, which identifies and cultivates only the excelling students, shift towards a more nurturing teaching, one that diagnoses and addresses the abilities and difficulties of each student. This transition is however very difficult, as studies show that many teachers tend to be ‘blind’ to the heterogeneity of the class, while the pressure of the curriculum and the impending examinations force them to teach to the average student ability, and to advance as quickly as possible, even if that means the weaker students will drop out.
At present, a growing number of teachers are seeking tools and methods that will enable them to respond to the needs of every student, without compromising the speed at which they impart the material or the depth and level of their teaching. In an attempt to offer a solution to the challenge of the heterogeneous classroom, the University of Haifa is proposing the development of 30 learning assignments for the five-unit track, which will enable the teacher to use the same assignment for students of a diverse background. For example, by using an assignment that encompasses different stages—weaker students will advance from stage to stage, while those who excel will begin from an advanced stage and will receive in-depth and enrichment assignments.
Development of the assignments will be carried out by a team led by Dr. Hamutal David, mathematics coordinator in the Reali High School in Haifa and one of the finalists for the 2012 Trump Master Teacher Award. An additional ten expert teachers will be trained to try the assignments in their classrooms and provide feedback. In the second year, implementation will be expanded to 35 expert teachers who will mentor a further 100 teachers in the process of integrating the assignments and teaching methods in their classrooms. Each teacher will be expected to incorporate at least 3 assignments in their teaching and will receive professional mentoring from a colleague throughout the process. In parallel, the assignments will be introduced to teachers via the mathematics teachers’ communities.
In the third year, a partnership with a school network of schools or two cities will be forged in order to systematically assimilate the assignments and to expand their implementation in classrooms. In total, in the course of the project, 170 teachers will receive close individual mentoring , and at least 3 assignments will be tried in 300 classrooms. During the program an international conference will be convened to receive feedback from experts and to expose the participants and the professional community to knowledge and knowhow from around the world.
* The text above shows the grant as approved by the Foundation’s Board of Directors / Grant 204