Coaching Teachers Who are Teaching Mathematics to English Language Learners
description
Transcript of Coaching Teachers Who are Teaching Mathematics to English Language Learners
Coaching Teachers Who are Teaching Mathematics to English Language
Learners
Coaching Teachers Who are Teaching Mathematics to English Language
Learners
Session SummarySession Summary Briefly describe our work with coaches Have you experience it and reflect on it,
by… Doing a mathematics problem together Discussing language issues Sharing lesson planning tools Sharing coaching process:
Tools Artifacts Video
Close
Briefly describe our work with coaches Have you experience it and reflect on it,
by… Doing a mathematics problem together Discussing language issues Sharing lesson planning tools Sharing coaching process:
Tools Artifacts Video
Close
Our workOur work
In New York City with teams of middle school
mathematics and ELL teachers and coaches—through the NYC Office of
English Language Learners
We =We =
EDC team
Lawrence Hall of Science team
EDC team
Lawrence Hall of Science team
Back StoriesBack Stories
Or, What is a monolingual Irish guy from Boston doing up here?
History of leadership training History of pd designs focused on
understanding student thinking History of equity work
Or, What is a monolingual Irish guy from Boston doing up here?
History of leadership training History of pd designs focused on
understanding student thinking History of equity work
School Leadership for ELL Mathematics ProjectSchool Leadership for ELL Mathematics Project
Do Math
Analyze Student Work
Lesson Plan
Coach
CONTENT
A LC AA ND GE UM AI GC E
Do MathLanguage ActivityLesson Planning
Analysis of Student Work
In-school lesson planning
Initial student work analysis
CoachingSession
PD
COACHING
Our tenetsOur tenets
Academic Language Proficiency is developed through sustained
content-based instruction
Academic Language Proficiency is developed through sustained
content-based instruction
“Meld” Literacy and Mathematics
ELD MELDEnglish Language Development
Mathematics English Language Development
Teaching the Language of Mathematics
Teaching the Language of Mathematics
Mathematical knowledge is developed through language, and language abilities
can and should be developed through mathematics instruction
J. Cummins
Mathematical knowledge is developed through language, and language abilities
can and should be developed through mathematics instruction
J. Cummins
Two -way and Reciprocal
Planning lessons with dual goals of developing mathematics
understanding and academic language will improve ELL’s
ability to become proficient in DOING mathematics
Planning lessons with dual goals of developing mathematics
understanding and academic language will improve ELL’s
ability to become proficient in DOING mathematics
Creating and delivering multimodal lessons where ELLs
are…
Creating and delivering multimodal lessons where ELLs
are…
Listening Speaking Reading Writing Viewing
Listening Speaking Reading Writing Viewing
Developing mathematics vocabulary
Learning the mathematics register
Participating in meaningful mathematical discourse
Developing mathematics vocabulary
Learning the mathematics register
Participating in meaningful mathematical discourse
A bit of mathematics A bit of mathematicsPurposes:
1. Illustrate the kinds of tasks in which we engage teachers and which form the basis for the lessons they develop
2. To build a context for the coaching discussion we will have today
Purposes:
1. Illustrate the kinds of tasks in which we engage teachers and which form the basis for the lessons they develop
2. To build a context for the coaching discussion we will have today
Dilating FiguresDilating Figures
From Fostering Geometric Thinking
By Mark Driscoll et al.
Published by Heinemann
From Fostering Geometric Thinking
By Mark Driscoll et al.
Published by Heinemann
Compare and Contrast ∆DEF and ∆ABC
Compare and Contrast ∆DEF and ∆ABC
How are they alike?How are they different?What stayed the same?
What changed?
How are they alike?How are they different?What stayed the same?
What changed?
Doing & Discussing Mathematics
Doing & Discussing Mathematics
to increase teachers’ content understanding
to increase teachers’ awareness of the need and opportunities to develop students’ academic language
to increase teachers’ content understanding
to increase teachers’ awareness of the need and opportunities to develop students’ academic language
How do we focus on academic language?How do we focus on academic language?
When doing mathematics…When doing mathematics… We push teachers to use academic
language and experiment with multimodal communication
Creating an experience from which to reflect on the Academic Language development opportunities in the investigation and range of ways students might communicate their thinking.
We push teachers to use academic language and experiment with multimodal communication
Creating an experience from which to reflect on the Academic Language development opportunities in the investigation and range of ways students might communicate their thinking.
Some Structures & StrategiesSome Structures & Strategies
group work to increase math talk prompting diagramming / drawing use of manipulatives (e.g., paper
folding, cutting paper, applets, stretchers, etc.)
use of / attention to gestures graphic organizers model and prompt academic language
group work to increase math talk prompting diagramming / drawing use of manipulatives (e.g., paper
folding, cutting paper, applets, stretchers, etc.)
use of / attention to gestures graphic organizers model and prompt academic language
Capturing and Articulating your Process and Reasoning
Capturing and Articulating your Process and Reasoning
Explain step in WORDS
Explain step using PICTURES
Explain WHY you took this step
A Tool for TEACHERS to think about the language
A Tool for TEACHERS to think about the language
Word Generation Chart
Word Generation Chart
Word Generation Chart for Dilations TaskWord Generation Chart for Dilations Task
WORDAcademic Language Meaning
Everyday Language Meaning
Other Forms
of Word
Related Words or Phrases
Cognates
Examples of how we used word when doing
math (list examples, sentences you said, with pictures when
helpful
Dilation
A trans-formation that enlarges or reduces a geometric figure proportionally
Enlargement or expansion (e.g. of the pupils)
Vertices
The points where line segments intersect
Similar
For polygons: having corresponding angles congruent and corresponding sides in proportion
Alike: having the same characteristics
Plan lessons with explicit, concrete dual goals of developing mathematics
understanding and academic language (which will improve ELLs
ability to become proficient in DOING mathematics).
Plan lessons with explicit, concrete dual goals of developing mathematics
understanding and academic language (which will improve ELLs
ability to become proficient in DOING mathematics).
Lesson Planning
Lesson Planning TemplateLesson Planning Template
Purpose: to Develop ELL sensitive lesson planning
habits of mind
Purpose: to Develop ELL sensitive lesson planning
habits of mind
PURPOSEFUL LESSON PLANNI NG TEMPLATE 1. PURPOSE
What do you want students to know and understand as a result of working on this task?
What will students say, write, show, or do to communicate their understanding?
NYS Math Performance
Indicator
Mathematical Content
Mathematical Process
Academic Language
2. ABOUT THE TASK Cognitive Demand Level of Task
Cognitive Demand Level
c Low e.g. Memorization or Procedure w/out connection
c High e.g. Procedure with connections, problem solving where procedures aren’t immediately clear
J ustification:
If L ow Demand, how will you revise task to be high demand?
Solution Strategies: What are all the ways this task can be solved? (Solve the task yourself!)
• How will stu dent s solve it?
• What misconception s might s tu dent s have?
• What error s might st udent s make?
• How will stu dent s communicat e t heir m at hemat ical under sta nding?
Title of mathematics task:
Mathemat ical Focus Question :
Consider Sample Lesson PlanConsider Sample Lesson Plan
what is the math focus? what is the language focus? how are ELLs supported
throughout this lesson?
what is the math focus? what is the language focus? how are ELLs supported
throughout this lesson?
CoachingCoaching
Cementing an ELL perspective in the
mathematics classroom
Cementing an ELL perspective in the
mathematics classroom
Coaching CycleCoaching Cycle
Pre-lesson conference Lesson Observation notes Post-lesson conference
Pre-lesson conference Lesson Observation notes Post-lesson conference
Analyzing Pre-lesson Conference Video ClipAnalyzing Pre-lesson
Conference Video Clip
What are they talking about? Is the focus on the mathematics
and / or academic language? What was the coach’s
intention/goal?
What are they talking about? Is the focus on the mathematics
and / or academic language? What was the coach’s
intention/goal?
Analyzing Lesson Observation NotesAnalyzing Lesson Observation Notes
What did the coach capture? How can those notes be helpful to
the teacher? Any other reactions/comments?
What did the coach capture? How can those notes be helpful to
the teacher? Any other reactions/comments?
Analyzing Post-lesson Conference Video ClipAnalyzing Post-lesson Conference Video Clip
What was the coach doing? What was her intention? How did she facilitate discussion
of language issues?
What was the coach doing? What was her intention? How did she facilitate discussion
of language issues?
ELL Mathematics Production FrameworkELL Mathematics Production Framework
Attending to cognitive demand in the mathematical work done by all students, but especially ELLs.
Integrating content and academic language development in classroom instruction.
Creating learning environments that use multimodal mathematical communication -- speaking, presenting, writing, diagramming, etc-- to reinforce the learning of mathematical language.
Attending to cognitive demand in the mathematical work done by all students, but especially ELLs.
Integrating content and academic language development in classroom instruction.
Creating learning environments that use multimodal mathematical communication -- speaking, presenting, writing, diagramming, etc-- to reinforce the learning of mathematical language.
“Amplify and Enrich-- rather than simplify the language of
the classroom, to give students more opportunities
to learn the concepts involved.”
“Amplify and Enrich-- rather than simplify the language of
the classroom, to give students more opportunities
to learn the concepts involved.”
- Aida Walqui, Teacher Quality Initiative- Aida Walqui, Teacher Quality Initiative
Some resourcesSome resources
Serpinstitute.org Language.massey.ac.nz Schoolsmovingup.net/events/
academicwords [email protected] [email protected] [email protected]
Serpinstitute.org Language.massey.ac.nz Schoolsmovingup.net/events/
academicwords [email protected] [email protected] [email protected]
Fostering Mathematics Fostering Mathematics Success of English Success of English Language LearnersLanguage Learners
Mark Driscoll, EDC Mark Driscoll, EDC [email protected]
Daniel Heck, Horizon Research, Daniel Heck, Horizon Research, Inc. Inc. [email protected]
An efficacy study of FGTT among teachers of ELLS
Fostering Mathematics Fostering Mathematics Success of English Success of English Language LearnersLanguage Learners
Mark Driscoll, EDC Mark Driscoll, EDC [email protected]
Daniel Heck, Horizon Research, Daniel Heck, Horizon Research, Inc. Inc. [email protected]
An efficacy study of FGTT among teachers of ELLS
FMSELL Research QuestionsFMSELL Research Questions• Does participation in FGTT increase teachers’
geometric content knowledge?
• What effects does teachers’ participation in FGTT have on their attention to students’ thinking and mathematical communication when teachers analyze student work?
• What effects does teachers’ participation in FGTT have on instructional practices, especially those known to benefit ELLs?
• What impact on ELLs’ problem-solving strategies is evident when teachers participate in FGTT?
• Does participation in FGTT increase teachers’ geometric content knowledge?
• What effects does teachers’ participation in FGTT have on their attention to students’ thinking and mathematical communication when teachers analyze student work?
• What effects does teachers’ participation in FGTT have on instructional practices, especially those known to benefit ELLs?
• What impact on ELLs’ problem-solving strategies is evident when teachers participate in FGTT?
We need research sites!!!Please see me afterwards if you think
you can convene a group of 6 or more teachers (grades 5-10)
interested in helping us research connections between teachers
improving their understanding of geometric thinking and their impact
on English learners.
We need research sites!!!Please see me afterwards if you think
you can convene a group of 6 or more teachers (grades 5-10)
interested in helping us research connections between teachers
improving their understanding of geometric thinking and their impact
on English learners.