TACIB

Sept 24, 2014

TACIB GOALS

This model serves as the basis for the TACIB project and its research questions:

a) What are the effects of a dual language approach on student achievement in and attitudes toward science and mathematics?

b) What instructional activities in dual language classrooms facilitate students’ active engagement in learning science and mathematics?

c) How does parental engagement with dual language teachers and community partners enhance parents’ knowledge of and participation in students’ educational activities?

Shifting the Focus

Traditional U.S. How can I teach my kids to get the

answer to this problem? Evaluate answers to determine proficiency.

Common Core/NGSS How can I use this problem to teach the

mathematics or science of this unit? Examine responses to uncover student

thinking and inform next steps pedagogically as all students move toward big idea(s) of a unit.

Session Goals Self-assess understanding of

culturally/community relevant teaching and set goals for professional growth

Better understand the Common Core Mathematics and Next Generation Science Standards

Continue to build PLC Collaborate with Partner Teachers on Lesson

Development / Curriculum Modification

Agenda and Timing 8-8:15 AM Introductions, Updates, Review of Norms 8:15 AM – 9:15 AM Review of Culturally Responsive

Teaching and Discussion of Self-Assessment Tool 9:15-9:45 AM Updates on PLC work including

discussion of Tuning Protocol 9:45-10:00 Ideas for Latino Opportunity Gap session

about TACIB 10:00-11:30 Co-Plan, Co-Teach Lesson and Debrief 11:30 – 11:45 PM Update from Sycamore teachers

about grade 7 dual language STEM 11:45 –12:45 PM Lunch and Complete Self-Assessment 12:45-3:00 PM Work on units 3:00-3:30 PM Plans for 10/18 workday and important

dates

TACIB Meeting Norms (v. 6/25/14)

One speaker at a time and let them finish their thought

Be mindful of others (no side conversations)

Remain on task and be productive

Respect others thoughts/ideas/comments

Ask clarifying questions

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What is Culturally Responsive Pedagogy? TACIB Summer Institute, June 24, 2014 Adapted from Wager, A. (2014). Culture in the

Mathematics Classroom Conference.

“Pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” (Ladson-Billings, 1994)

Assumptions… There are students in your school who are

not well served.

You are interested in exploring ideas about how to better support academic success in mathematics for all students.

We can think about this better together than on our own.

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Culturally Responsive Pedagogy

Students must experience

academic success

Students must develop and/or maintain

cultural competence

Students must develop a

critical consciousness9

This might look like….

Teachers using their students’ cultures “as a vehicle for learning” – like using rap music to teach about meter and rhyme in poetry

Teachers and students exploring the mathematics embedded in cultural artifacts (graffiti, beadwork, etc.)

Teachers incorporating students’ home languages into the curriculum – like taking math exams in home languages

Students learning mathematics by engaging in questions of interest to them or which are present in their lives (e.g., military recruitment)

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Developing Culturally Responsive Pedagogy (from Dr. Ron Eglash’s remarks, NCTM 2001 annual meeting)

DoApproach this work with depth, sensitivity, and care

Examine math practices in their social contexts, showing how math can reflect important knowledge systems in different cultures

Challenge cultural stereotypes and genetic myths about math

Don’tConnect math problems to cultural heritage in trivial ways, for example, simply changing the names in word problems

Stereotype indigenous peoples as historically isolated or alive only in the past

Analyze indigenous designs (e.g., Zuni beadwork) from a western view only11

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Critical Consciousness – Issues of Equity and Social Justice

Teacher knows the larger socio-political context of the school/community

Teacher believes that students’ success has consequences for his/her own future and quality of life

Teacher plans and implements academic experiences that connect students to the larger context

View knowledge critically

Culturally Responsive Teaching Reflection GuideWith a partner… Discuss each of the categories in-depth Brainstorm possible responses (reason for ratings and ideas

for action) and record on sticky notes Place sticky notes on posters

Whole group discussion What makes this challenging? What is the opportunity afford by this tool?

Start completing the self-assessment (online form or MS Word) See tacib.weebly.com Participant Pages menu. If using online form, save the URL of your response for later

editing. If using MS Word, email responses to Mark and Armando

Sharing about Collaboration with TACIB Fellows (Teachers, Students, Faculty)

Participants will learn…1. How to use students’ community,

cultural, and linguistic assets to support interest in and success with science and mathematics.

2. How to simultaneously strengthen students’ academic achievement and sense of identity through meaningful mathematics and science tasks.

3. How to see parents as partners in mathematics and science learning and bring parent perspectives into the STEM curriculum.

Facilitated Discussion about Collaborative Activities

• Fellows share on-going activities informed by TACIB collaborations - how are you (will you) keep track of your collaborative activities? Need to choose a method you will use.

• Peer observations (use reporting form) - ask Lorena to talk about her visits to Jenny’s classroom in Sp14

• One pair of Fellows engages in structured discussion about what was produced or achieved due to collaboration with one another including use of parent mini-clips and production of more clips. Use a protocol to have a structured discussion (Tuning Protocol)

Closing the Latino Opportunity Gap Session – Brainstorming

Participants will learn…1. How to use students’ community,

cultural, and linguistic assets to support interest in and success with science and mathematics.

2. How to simultaneously strengthen students’ academic achievement and sense of identity through meaningful mathematics and science tasks.

3. How to see parents as partners in mathematics and science learning and bring parent perspectives into the STEM curriculum.

Co-Plan, Co-Teach Lesson Demo Margaly and Armando Afterward, discuss using Culturally Responsive

Math/Science Lesson Discussion Guide

PLC Collaboration Log SheetTeam: Magaly and ArmandoObjectives Co-plan and co-teach presentation at first TACIB pullout, Prepare materials for other DI teachers. Actions (description, date, and time spent) Initial communication by email and set up meeting (Sept 4 and 5, 2014) Meet at Anaheim City District to discuss topic, organize ideas and split tasks

(9/12/14, 1 hour) Email exchange to share powerpoint development (9/15/14) Meet at Juarez Elementary to finalize thoughts and organize presentation

(9/19/14, 45 minutes) Exchange final powerpoint by email (9/22/14) Present at TACIB pullout (9/24/14)

Outcomes (with link to products if available) Powerpoint presentation with concepts, activity, standards and vocabulary

Next Steps

Lunch and Complete Self-Assessment Back by 1:00 PM Complete and submit self-assessment by 1 PM

Sycamore JHS Update about Dual Language Grade 7

Curriculum Modification WorkGOAL #1: Modify the existing grade 7 (and later grade 8) science and mathematics curriculum so that…

It has stronger cultural/community relevance, It better reflects principles of CCSSM and NGSS, and It can be offered in a bilingual (Spanish/English) format

STRATEGY: Identify units where cultural/community relevant learning and mathematics and/or science learning can overlap. Target for 2014-15: Implement 3 interdisciplinary math/science units in

Spanish

GOAL #2: For all TACIB Teacher Fellows modify curriculum in all classes to reflect principles of CCSSM, NGSS, Cultural/Community Relevance.

STRATEGY: Examine “soft spots” in curriculum where students typically struggle and consider how to set up learning for these in a culturally/community relevant way. Target for 2014-15: In every unit, there is at least one meaningful

culturally/community relevant connection. STRATEGY: Capture stories from parents and community members of using

math and science in day-to-day activities. Target for 2014-15: Library of at least 5 clips correlated to standards. Each

TACIB Teacher Fellow uses at least one clip per semester.

Planning for CCSSM/NGSS + P21 + TACIBWhat should unit plans take into consideration? Common Core Math and Next Generation

Science Standards Content Practices

21st Century Skills 4Cs (Creativity, Critical Thinking, Collaboration,

Communication) Productive use of technology Connection to real world

Cultural/Community Relevance Biliteracy Especially Spanish language

development (SLD)

Curriculum Work

Planning Ahead1. Plans for next workday

a. Who will share artifacts from a lesson that is related to a TACIB collaboration?

b. Who will facilitate discussion of evidence about impact of collaboration on students?

c. Who will do the co-plan, co-teach demo?

2. Plans for Nov 14 FM/TF Symposiuma. Group 1: Chris, Lupita, Aliciab. Group 2: Rich, Lupe, Lorena

3. Dates for Release Days (workdays)4. Dates for Discovery Science Center NGSS

Workshop for Teachers5. Dates for 2015 Summer Institute!

Updates

Dates to Remember• Classroom Observations - TBA (starting

mid-October)• October 2, 2014 7-9 PM, Underwater

Dreams movie at AMC 30 Orange (The Block)

• October 17, 2014 8 AM - 4 PM Closing the Latino Opportunity Gap Summit, Fullerton College (must register!!)

• October 22, 2014 TACIB Workday at ASTA office

• November 14, 2014 3:30-6:00 PM, TACIB Faculty Mentor/Teacher Fellow Symposium, MH 380