FACILITATOR’S GUIDE for WORKSHOP 1 - Students at the ... · Layout of Facilitators’ Notes for...

© Copyright 2009 Center for Collaborative Education/Turning Points

FACILITATOR’S GUIDEfor

WORKSHOP 1

Teaching High‐Level Mathema2cs to English Language Learners in the Middle Grades was developed by Turning Points, a project at theCenterforCollabora;veEduca;oninBoston,MA.This tool ispartofthe Mathema2cs Improvement Toolkit, a project of the Na;onalForum to AccelerateMiddle Grades Reform, and was supported bythe U.S. Department of Educa;on’s Comprehensive School ReformIni;a;ve,grant#S332B060005.Opinions expressedare thoseof theauthorsandarenotnecessarilythoseoftheDepartment.


Prepared forTurning Points

by

Dr. Sara Freedman, Project directorDr. Dan Lynn Watt, Math consultant


Table of ContentsTurning Points ToolTeaching High-Level Mathematics to English Language Learners in the MIddle Grades


General Overview of Workshop 1*

Agenda/Suggested Timeline for Workshop 1

Layout of Facilitators’ Notes for Each Slide

Facilitator’s Notes for Workshop 1 by slide

* Please read Facilitator’s Guide Workshop Series: Teaching High-Level Mathematics to English Language Learners before you read the guides to the individual workshops. It provides a general overview of the workshop series, its rationale, logistics, ways to continue the work, etc.


Agenda/Suggested Timeline for Workshop 1

SECTION(Estimated time in

minutes)(Elapsed time in

minutes and hours)

THEME and SUB ACTIVITIES SLIDES and HANDOUTS

INTRODUCTIONS and WARM UP

30 minutes

30 minutes

•Introductions/Creating community of learners/Names•Introduction to workshop and review of workshop agenda•Sharing prior knowledge •(Think/Write/Pair/Share protocol)•Introduction to Best Practices and discussion protocols

The Name activity is optional and should be used only if people do not know each other

Slides 1-16

Handouts 1-4

CLASSROOM VIDEO #1

20 minutes

50 minutes

•Introduction to video example of English language learners learning to use a discussion protocol•Viewing the video•Follow up discussion about video•Using Sentence Frames/Pattern Language

Slides 17-23

Handouts 5-7

FRAMING PRINCIPLES

15 minutes

1 hour 5 minutes

Introducing Framing Principles for the workshop series(Pair/Share protocol) using Sentence Frames strategy)

Slides 24-27

Handouts 8A and 8B

WHO ARE ENGLISH LANGUAGE LEARNERS?

25 minutes

1 hour 30 minutes

•View demographic statements •(Speak/Respond/Question/Respond protocol, followed by sharing)•View research findings about school experiences of English language learners•(Think/Write/Pair/Share protocol)

Slides 28-32

Handouts 9A and 9B to 10A and 10B

CHALLENGES FACING ENGLISH LANGUAGE LEARNERS: LANGUAGE

30 minutes

2 hours

Slides 33-38

Handouts 11A and 11B

•Challenges facing English language learners•Read Handout on “The Language of Mathematics”•(Final Word protocol, followed by sharing)


Agenda/Suggested Timeline for Workshop 1 (continued)BREAK

10 minutes2 hours 10 minutes

CHALLENGES FACING ENGLISH LANGUAGE LEARNERS: THE LANGUAGE OF MATHEMATICS

20 minutes

2 hours 30 minutes

•Challenges facing English language learners•Read Handout on “The Language of Mathematics”•(Final Word protocol, followed by sharing)

Slides 33-38

Handouts 9A and 9B to 11A and 11B

LUNCH45 minutes

3 hours 15 minutes

CHALLENGES FACING ENGLISH LANGUAGE LEARNERS: WORD PROBLEMS

45 minutes

4 hours

•Brainstorming linguistic, mathematical and cultural challenges for English language learners in solving a typical word problem(Numbered Heads protocol)

•Read Handout, compare with brainstorming(Jigsaw and Rounds protocols)

Slides 39-49

Handouts 12 to 14

WORD PROBLEMS: CREATING SUPPORTS FOR ENGLISH LANGUAGE LEARNERS

60 minutes

5 hours

THIS IS THE HEART OF THE WORKSHOP

Introduction to scaffolding and supportDevelop scaffolding and support ideas, organize to create lesson plans

Reflect on lesson plans in triads; compare with suggestions in handouts, revise lesson plans

Share lesson plans with large group; get feedback(Tuning protocol)

Slides 50-66

Handouts 16 to 17

BREAK5 minutes5 hours 5 minutes

CLASSROOM VIDEOS30 minutes5 hours 35 minutes

•View and discuss video #2, 3 and 4(Double entry journal)

Slides 67-75

Handouts 18 to 22

ACTION PLANS/DEBRIEF25 minutes6 hours

Planning for one change in classroom practice/ reflection at end of workshop

Slides 76-79Handouts 23-25

2 hours 10 minutes

ACTIONSuggested actions to take

SLIDE 1


☚

☛ Number of slide

TALKING POINTSThis is where you will find TALKING POINTS to use with each slide.

☟ Picture of slide

☚

☟ Handout for slide

Layout of Facilitatorʼs Notes for Each Slide


ACTIONHave the first slide on the screen to orient participants to the workshop series. The title slide also introduces participants to the students and teachers they will be seeing throughout the workshop series by showing photographs of some of them in their classrooms.

Personally welcome everyone to workshop. Ask them to take a copy of the Participantʼs Handouts and a name tag (if everyone does not already know everyone else).

MATERIALSYou may want to have additional paper, pencils, stickies, etc. on the tables. You will also need chart paper, markers and masking tape.

An LCD projector will allow you to show the slide show in a large format,l which will help participants see the slides easily. Make sure you have external speakers so that the entire group can hear the video clips - most computers cannot project sound well without them.


ACTIONShow the next slide as participantʼs are getting settled.

TALKING POINTSWelcome to the workshop TEACHING HIGH-LEVEL MATHEMATICS TO ENGLISH LANGUAGE LEARNERS IN THE MIDDLE GRADES.

Please take a packet and a name tag. Write your name on the name tag (if the group is composed of people who do not know each other).

We will be using best practices for teaching high-level mathematics to English language learners throughout the workshop. Each time we introduce a new practice, a box labeled BEST PRACTICE will appear on the slide. Hereʼs the first one, VISUAL CUES. The slide gives an example of how to use VISUAL CUES and how they help English language learners.

Please take a moment or two to look through the packet.

The Packet contains the handouts we will be using in the workshop. All of the handouts are numbered except for the first few.

Whenever we will be using a handout, its number will appear in a box on the top left or right hand corner of the screen.

In addition, all of the protocols and other resources are in an appendix at the end of your packet.

SLIDE 3


ACTIONShow each section of the slide, one at a time.

Allow enough time for participants to follow the directions.

In each slide, you can decide to read the text as it appears on the slide, or you can ask one of the participants to read each section, or you can simply have participants read the text silently as it appears and follow the directions.

The BEST PRACTICE box appears last.

You may want to give participants a short amount of time to look through the packet.

TALKING POINTS THIS ACTIVITY IS OPTIONALBefore we begin the formal part of the workshop series, letʼs take a few minutes to learn each otherʼs names.

Knowing and correctly pronouncing the names of English language learners, and having the teacher and the other students use them correctly, sends the message to the English language learners and the other students that they are all members of the classroom community and that their culture is respected and will be part of the classroom environment.

Weʼll start by practicing on each other. You may come up with any strategy you like, starting with small groups and building to larger ones if you like.

The directions are that everyone must learn everyoneʼs name, either first or last, and how to pronounce it correctly and everyone has to prove that they know everyoneʼs name - that is, we are checking for understanding.

Now we can take off our name tags, if we want to.

Iʼm going to hand out some scrap paper. Please take a minute and write down any questions you have about teaching high-level mathematics to English language learners. We will write them down and at the end of the workshop, look over them and see if we were able to answer them.

SLIDE 3


ACTION THIS ACTIVITY IS OPTIONALThis activity works if everyone in the workshop does not know everyoneʼs names.

Once the “names” activity is completed, and everyone is able to prove they know everyoneʼs names, you may want to ask them what they noticed in doing the activity - what strategies did people use, how did the group help people who took more time, how does it affect the group when everyone knows the name of everyone else.

This debriefing models the metacognitive work that is important to do during lessons: it allows students to name and understand their thinking processes, how they learn, the different strategies people can use to learn the same material, etc.

The final activity helps participants have a sense of ownership in the workshop. Not all of the questions will be answered, but many of the most important of them will. You may also mention that the Appendix to the Participantʼs Packet has a additional information.


TALKING POINTSAs you can see, the tables and chairs are arranged in small groups. We will do much of our work in pairs, triads and small groups, as well as with the entire group.

Each time we divide up, I will ask you to make sure that you are sitting so that every member of your group is equidistant from every other member of the group and that all members have equal access to all the materials.

We will also need to face forward at different times throughout the workshop, either to see the screen or participate in whole group activities.

You will probably want to practice setting up these kinds of configurations in your own classrooms, as this seating pattern is critical to the success of the best instructional practices used throughout the workshop series and in the classrooms you will see in the videos.

It is amazing how such a simple practice - making sure that all students are equidistant from their partners and have equal access to all materials - promotes strong and equal participation by all students, especially English language learners.


ACTIONShow each section of the slide, one at a time.

You may want to add some commentary on each part of the workshop that you noticed in your preparing to facilitate the workshop.

You may also want to alert people to those sections of either Workshop 1 or Workshop 2 that may answer some of the questions charted from the previous activity.

This is a good time to let participants know the schedule of the entire workshop series and any other logistical information you think they might need.

Let participants know what they need to bring to each workshop, when each workshop begins and ends, where each workshop will be held (especially if there are any changes in location), any norms that should be followed, what expectations you have for any follow-up they are expected to do in between workshops, etc.

TALKING POINTSIf you would like to read your own copy of the agenda, please take out Handout 1-1 in your packet. As you can see, the number of the handout appears in the top corner of the slide.

Every time a number of a Handout appears in the slide, please take turn to it in your packet.

We will take a break in the morning and in the afternoon as well as a break for lunch.


ACTIONShow slide.


ACTIONShow slide/read slide.

Add your own commentary and/or make connections to the questions people have raised.

TALKING POINTS This is the first workshop of a two session series of workshops. Each workshop has a particular focus, although each builds on the work we have done in the previous workshop and in our classrooms in between workshops.

The first workshop presents a general overview of best practices in teaching high level mathematics of to a very broad range of middle grades English language learners. It also analyzes some of the particular challenges that these English language learners face in middle grades math classrooms.

The second workshop examines what high-level mathematics in the middle grades means and how to ensure that the broad range of English language learners are actively engaged in learning mathematics on this level.

TALKING POINTS This Venn Diagram represents the research base for the workshop series. The research derives from two bodies of research1) research on learning high-level math in the middle grades

and 2) research in effective ways to teach middle grades English

language learners in the content areas.

The Turning Points tool integrates these two areas into one coherent whole for math teachers and all other teachers who support English language learners in learning mathematics in the middle grades.

We will be reading excerpts from the Quasar Project in Workshop 2.

SLIDE 7



TALKING POINTS As you already know, we are practicing good instructional practices for English language learners throughout the workshops. We started with our names and the arrangement of the tables and chairs.

We will also be modeling and practicing thinking, speaking, listening and responding protocols throughout the workshop series. These protocols are designed to insure that every English language learner is actively engaged on a high level throughout every lesson.

Giving clear DIRECTIONS is another important skill, and critical to providing access to English language learners to high-level math. The workshop provides models you can use in your classrooms. There is also a handout in the Participantʼs Packet that guides you in writing and giving directions to English language learners.

The first protocol we will use is THINK, WRITE, PAIR (or GROUP), SHARE. Many of you may already be using this in your own lessons.

It can be used throughout a lesson. It is a quick and easy way to get students thinking and comfortable sharing their thoughts with others. Like all protocols, it is important to be exact in giving the directions so that every student participates actively.

SLIDE 8


ACTION Give participants enough time to complete each part of the protocol - think, write, pair and share.


ACTIONShow slide/read slide one section at a time.

It takes some people quite a while to start, encourage everyone to do some writing, a key metacognitive strategy in highly effective math classrooms.

Take a minute to write down your response on Handout 1-3B.

TALKING POINTS The first protocol we will use is THINK, WRITE, PAIR (or GROUP), SHARE. Many of you may already be using this in your own lessons.

You will also recognize that we are accessing our prior knowledge in this activity, as well as adding a challenge in how you will convey that knowledge to a partner.

TALKING POINTS (Once participants have finished WRITE work)

Now you get to convey the same information in a different medium.

Take a few moments to write, draw, act out - whatever- what you wrote down using Handout 1-3C.

SLIDE 10




Give people a minute or two to find a partner and share their responses to each other.

Tell them how much time they have for this activity and remind them half way through to make sure they have time to take turns.

TALKING POINTS (Show and read PAIR bullet.)As your partner is speaking, listen for something interesting or important you hear him or her say.

TALKING POINTS Take a moment to reflect on what you learned in doing this exercise, using Handout 1-4. This is a metacognitive strategy - thinking about our thinking.

SLIDE 12



Ask participants to share one idea, in rounds. Give them the option to say “I pass” but encourage everyone to participate.

TALKING POINTSPlease think about this question individually and write yourself a few notes that answer the question. There are no right or wrong answers; this is your own opinion or speculation.

When you have finished, share your answer with a partner by reading them your response; then listening to theirs.

We will share some of our responses with the entire group when you are finished talking to your pair.

SLIDE 15



Allow a good amount of time for people to complete each part of THINK/WRITE/PAIR/SHARE.

Be alert for responses that place the blame on the students or assume that 1) it is the responsibility of the English language learners to make the learning situation work for them or 2) that they are too shy or uncomfortable speaking English to actively participate. These responses place the attention on the learner; the workshop helps teachers move towards support that they can provide to English language learners so that they can actively participate throughout every lesson.



TALKING POINTSNow we get a chance to see and hear English language learners trying out these best instructional strategies.



Be alert to the tendency among some participants to critique the teacher. Focus participantsʼ attention on the positive actions the teacher takes as they answer the questions on their handouts.

This is true for the students as well; they make mistakes in speaking but they are gamely trying out a strategy for the very first time.



TALKING POINTSThe chart on the right was prepared by the teacher in the video.



You may want to emphasize that this is just a short excerpt from the class. The students had already studied the mathematical concept; this lesson focused on introducing the idea of using sentence frames and pattern language to support their thinking and to help them participate in the lesson.

TALKING POINTSHandout 1-5 shows the problem the students were working on.



Give participants time to find Handout 1-6.



Handout 1-7 contains the transcript for the video. You may want to give participants time to read it after they have listened to the video, and while they are writing in their double entry journal.

You may also want to play the excerpt twice; once for people just to watch and listen, the second time to take notes.



TALKING POINTSHere are the principles that guided the development of the tool. We will read them one at a time and then discuss our own response to them.



Participants may want to read their own copies while the slides appear.

Some of these principles may appear as challenges to the thinking of a number of workshop participants. The protocol that will follow encourages participants to share their own points of view without encouraging them to debate them with each other or the workshop.

The emphasis is on helping everyone consider different perspectives by sharing their thinking with others.

The workshop itself gives participants a chance to put these principles into practice and use them with their own students.

TALKING POINTS

SLIDE 27



Modeling is an essential teaching strategy in teaching English language learners and is the first step in supporting students in learning complex tasks and in-depth understanding.

Iʼll model by using a sentence frame to start my response “I have chosen the principle...”

Could someone ask me a question, using the sentence stem? Then Iʼll answer their question.



TALKING POINTSBefore we talk to partners, letʼs make sure we can follow the protocol at the bottom of the page.

Would any pair like to model it for us?

TALKING POINTSHere are some other facts about English language learners.

SLIDE 31





Give participants time to follow all the parts of the protocol.



TALKING POINTSWe are now going to begin a set of activities in which we will first consider some of the challenges English language learners face in working on word problems.

Then we will create some short lesson plans that will support them in successfully working on them.



The reading will take several minutes. and people will finish at different times. Encourage people to feel comfortable with these differences. What would they ask students to do if they finish early, if they notice that most people have finished and they havenʼt?

TALKING POINTSThis reading gives a broad view of some of the linguistic and cultural challenges facing English language learners in the math classroom.

TALKING POINTSThis is the “dreaded” word problem.

Consider the question they activity asks you to answer, and what it asks you not to answer.

SLIDE 40



TALKING POINTSHere are the three questions we will be answering about this problem.

SLIDE 41



TALKING POINTSThis slide shows a template that will help you organize your answers and allow you to refer to them easily.

Providing a template is another best practice, as long as it leaves the answers open ended and does not give step by step directions that lower the cognitive demand for the students.

SLIDE 42



Give people ample time to fill out the template. Encourage them to use all of the slots, and let them know that they will have a chance to share their responses with others.

TALKING POINTSThis is another way of setting up the classroom to make it easy for all students to participate, as well as ensure that students stay focused on the mathematical concept of the lesson.

This time we will get into groups of four. Make sure everyone is equidistant from everyone else and that everyone can see and hear everyone easily.

This activity will allow us to build on each othersʼ responses so that we have strong and thorough responses to each question. None of us has all the answers but each group may come up with many good ones.

SLIDE 43



TALKING POINTSWe are now going to use an assessment strategy, one that helps all students become better at understanding a question and explaining their reasoning.

SLIDE 44



TALKING POINTSWe are now going use the same exercise for the two other questions.

SLIDE 45



You may want to do these activities in a large group after you have done the first question in smaller groups. Seewhat works best for your group as you balance real understanding with maintaining the interest of the group.

TALKING POINTSNow that we have developed our own responses, here is a list that was created by the developers of the workshop. Weʼll have a chance to compare our list with theirs.

SLIDE 49



Divide the large group into three groups; or in a way that each Handout is read by a different group.

Make sure everyone has time to read their section carefully.

continued



SLIDE 49 continued

ACTIONAt the end of this process, remind participants about Numbered Heads. Have people count off by threes or fours within their groups. Tell them to make sure that everyone is an expert on the section they read. They will represent their group.

Call on all the #1s, etc and ask each #1 to share our their groupʼs response.

TALKING POINTSWe now shift from the analytic work to the creative work.

We will be creating lesson plans that ensure that English language learners successfully solve and are able to explain how they solved the word problem we just dissected.

SLIDE 50



This is in many ways the heart of the workshop.

Have a copy of the word problem on chart paper written large enough so that everyone can see it easily.



TALKING POINTSWe will use these three lessons to guide us in planning the lessons.

But first, we will work on what kind of supports will best help English language learners.



Have a copy of the problem on a chart paper large enough that everyone can read it easily.



Have four different colored stickes ready. It is helpful to prepare a poster with each color stickie labeled in terms of the typeof scaffolding it represents.

Give participants time to think up ideas and write them down.

It is not critical that they get the category of support right; itʼs best to encourage them to think of a range that would help English language learners with the particular problem we are considering.



TALKING POINTSThis is what the board looks like when everyone has put up their stickies.

TALKING POINTSNow we start planning our lessons, in groups of three.

SLIDE 57



TALKING POINTSThis is what each groupʼs lesson will look like, or possibly look like, when we finish this part of the lesson planning..

SLIDE 58



TALKING POINTSThese are some questions you can ask each other, in your groups, as you critically look at the lesson plan you have planned at this stage of its development.

SLIDE 59



TALKING POINTSNow letʼs look at some additional ideas, or ones similar to those you have already developed.

SLIDE 61



(continued)


TALKING POINTSNow you are going to prepare to share your lesson plan with the group as a whole. This is the kind of exercise that we will be doing throughout the year - working together to develop solid lessons that use best practices to teach high-level mathematics to English language learners.

SLIDE 62





TALKING POINTSTake your time to give focused, specific and useful feedback. The quality of our feedback will reflect on our ability as a group to develop truly effective lessons so that English language learners learn high-level mathematics.


ACTIONShow slide/read slide one section at a time

Give people plenty of time to write their responses and share them with a partner.

TALKING POINTSThis is the final section of Workshop 1.

We will be looking at teachers and students as they begin to use the strategies we have practiced in the workshop.

SLIDE 67





Remind participants that our job is not to critique the students or teachers but to observe and give objective feedback on how they tackle these challenges.

TALKING POINTSThis is what it all leads up to - how do we take the ideas of this workshop, our own expertise and commitment, and continue to improve our work with English language learners and with all students.

The Handout lists all of the strategies we have used in the workshop. You may also want to look back at the Framing Principles of the Workshop to help guide your work.

SLIDE 76





Figuring what evidence to collect and how to collect may require support. Have the group discuss this together and work with each other to come up with reasonable and accountable forms of data.

TALKING POINTSGive yourselves time to consider what kind of evidence you would need to collect to assess how well your use of the strategy is working.

One question you might ask yourself and your partner: If someone never saw or heard my lessons, what documentation would provide an accurate assessment of my teaching and the studentsʼ learning that would 1) help me improve my practice and 2) more accurately assess how well the English language learners in my class, and others, understand the main concept of the lesson?

Consider student work, lesson plans, exit slips, audio tapes, video tapes, open ended assessments, etc.



Let participants know exactly how the work of the workshop will be carried on between this workshop and the next one..

Tell them the time and place of the next workshop and what they need to do to prepare for it.

Thank them for coming and working hard

FACILITATOR’S GUIDE for WORKSHOP 1 - Students at the ... · Layout of Facilitators’ Notes for...

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