I. Structure

The T2T-O program follows a set structure of 10 meetings, arranged by the participants, which are to be completed within a period of three to six months. The curriculum offers guiding themes and academic content that addresses 21st Century classroom skills.

II. Content

Following each meeting, the participants will each complete a personal journal entry and respond a set of reflection questions. A list of relevant readings and instructional resources will be provided at the end of each meeting’s worksheet.

III. Monitoring

T2I-I staff members will be available to answer questions and provide support throughout the project’s duration. To ensure that the participants are advancing according to the program’s guidelines, T2T-I staff will measure their progress via an online survey after the fifth meeting.

VI. Measurement

The last three meetings are devoted to creating a “final product” that can be shared with the teachers’ classrooms and discussed during the pair’s last meeting. Teachers will submit their journal entries and their “final product” before completing an exit survey at the end of the program.

Five Guiding Themes and FAQ

Culturally Relevant Pedagogy


  • What is “culture”? 
  • Is local culture and global culture currently part of what you teach? Why or why not?
  • If culture is part of what you teach, in what ways does it appear?
  • Why might it be important for you to teach local and global culture in your math classroom?

Collaborative Learning


  • How often do your students work in groups?
  • What are some reasons why you might want your students to work in groups?
  • What are some reasons why you might not  want your students to work in groups?
  • What kind of activities are best for group work, and what activities are best when students work as individuals?
  • How do you manage groups? (e.g, speaking with each group individually as they are working, giving notes to the whole class)

Making Learning Fun


  • What are manipulatives? 
  • Do manipulatives have to be professionally made, or can you use objects for your community surroundings? (e.g, beans as counters, paper cuttings as shapes)
  • What might it be good to make manipulatives from your surroundings? 
  • Why might it be a problem?
  • Why might you want to teach a mathematical concept with games?

Incorporating Technology


  • What technology do you see in your school? (e.g, phones, laptops, tablets)
  • What technology do you see in your community?
  • For what purpose do your students use technology?
  • Do you want to bring technology into your classroom?

Student Engagement as Classroom Management


  • What are typical behaviors of the students in your classroom? How should they ideally behave during class? 
  • What kind of behavior issues do you see on a daily basis? (e.g, off-topic talk during class time, moving around the classroom when they should be sitting)
  • What actions have you taken to solve the behavior issues?
  • When are you most proud of your student’s classroom behavior? 
  • What tasks are your students working on when they show their best behavior?
  • What outside influences impact your students’ classroom behavior? (e.g, parents, time of the day the class is held in, recess being held before or after the class, students having many friends in your classroom)
  • How often do your students actively participate in hands-on classroom activities? Does that improve student behavior or make it worse?
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