PRINCIPLES OF ESOL
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Mathematics and Statistics Leaders Symposium
September 2011Waipuna Conference Centre
Mathematics Inquiry for English Language Learners
Vanitha Govini [email protected] Singh [email protected]
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PRINCIPLES OF ESOL
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QuickTime™ and a decompressor
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Purpose of our session
• To understand the role of leadership in supporting teachers of ELL with language demands of mathematics curriculum
• To identify successful strategies that teachers can use to scaffold learning for ELLs
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Who are our ELLs ?
ESOL funded students from migrant, refugee or NZ born
backgrounds International fee paying students Previously funded ESOL students Students from homes where a language other than English is spoken Students transitioning from kura to English medium learning
environments Students with specific identified language learning needs
What is the population make up of ELLs in your school?
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Statistical background
ESOL funded students - 32,079 Ethnic groups - 163 Countries - 164 Languages - 115.
The majority of these students attend school in Auckland.
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As Leaders of Learning, what current practices are you using to ensure you school is equipped
to raise ELL achievement furthers?
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2010 ERO evaluation of NZC Principles in schools
High Expectation Most
Treaty of Waitangi Low
Culture Diversity Low
Inclusion Most
Learning to Learn Middle
Community Engagement Most
Coherence Low
Future Focus Middle
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Viewing DVD clips
• Record the strategies to your teachers could use to scaffold learning.
• What other DATS would these students need in order to be successful in the task?
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Effective Pedagogy teacher actions promoting student learning
Evidence tells us that students learn best when teachers
• Create a supportive learning environment
• Encourage reflective thought and action
• Enhance the relevance of new learning
• Facilitate shared learning
• Make connections to prior learning and experience
• Provide sufficient opportunities to learn
• Inquire into the teaching-learning relationship
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Identifying achievement for ELL
• What assessment practices are you currently using to identify ELL learning needs in mathematics?
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Oral assessment
• GloSS has the potential to be an effective form of assessment as it is a 1-1 interview allowing for close observation of the student, but it is heavily language saturated.
• To assist with the text there are illustrations and the teacher reads the text, but for the student to understand the text they need to be operating successfully beyond BICS.
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GloSS H Task 4
Task 4 1-1‡ EA?
How many houses are in each row? How many rows are there? How many houses are there altogether?
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GloSS H Task 4
• First question presented in text form
• How many houses are in each row?• How many rows are there?• How many houses are there altogether?
Task 4 1-1‡ EA?
How many houses are in each row? How many rows are there? How many houses are there altogether?
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GloSS H Task 5You have 16 monarch caterpillars. Here are sixteen caterpillars. One quarter of the caterpillars go on each leaf of the swan plant. How many caterpillars are on each leaf?
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GloSS H Task 5
• You have 16 monarch caterpillars.• Here are sixteen caterpillars.• One quarter of the caterpillars go on each leaf of the swan plant.
• How many caterpillars are on each leaf?
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Assessment consideration
• Is there a need to scaffold ELL learners before assessing in Mathematics?
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Strategies to elicit student ELL• Draw
• Some words in their language too (translating)
•Use visuals
•Breaking the learning down•Making learning relevant / Using context to relate to their experiences•Use speaking frames
•Add more -
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Evaluation
• What deliberate acts of Facilitation would you
take from this workshop to support your teachers
who teach ELL?
• What has empowered you to feel more confident
enhancing learning for ELL?
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The culture of the child can not enter the classroom if it has not entered the consciousness of the
teacherBasil Bernstein
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PRINCIPLES OF ESOL
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Access Mathematics leaders Symposium resources and links online
http://teamsolutions.wikispaces.com