Coaching Teachers Who are Teaching Mathematics to English Language Learners

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Coaching Teachers Who are Teaching Mathematics to English Language Learners. Session 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 - PowerPoint PPT Presentation

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  • Coaching Teachers Who are Teaching Mathematics to English Language Learners

  • Session SummaryBriefly describe our work with coachesHave you experience it and reflect on it, byDoing a mathematics problem togetherDiscussing language issuesSharing lesson planning tools Sharing coaching process:ToolsArtifactsVideoClose

  • Our workIn New York City with teams of middle school mathematics and ELL teachers and coachesthrough the NYC Office of English Language Learners

  • We =EDC team

    Lawrence Hall of Science team

  • Back StoriesOr, What is a monolingual Irish guy from Boston doing up here?

    History of leadership trainingHistory of pd designs focused on understanding student thinkingHistory of equity work

  • School Leadership for ELL Mathematics ProjectDo MathAnalyze Student WorkLesson PlanCoachCONTENTA LC AA ND GE UM AI GC E

  • Do MathLanguage ActivityLesson PlanningAnalysis of Student WorkIn-school lesson planningInitial student work analysisCoachingSessionPDCOACHING

  • Our tenets

  • Academic Language Proficiency is developed through sustained content-based instructionMeld Literacy and MathematicsELDMELDEnglish Language DevelopmentMathematics English Language Development

  • Teaching the Language of MathematicsMathematical knowledge is developed through language, and language abilities can and should be developed through mathematics instructionJ. CumminsTwo -way and Reciprocal

  • Planning lessons with dual goals of developing mathematics understanding and academic language will improve ELLs ability to become proficient in DOING mathematics

  • Creating and delivering multimodal lessons where ELLs are Listening Speaking Reading Writing ViewingDeveloping mathematics vocabularyLearning the mathematics registerParticipating in meaningful mathematical discourse

  • A bit of mathematicsPurposes:

    Illustrate the kinds of tasks in which we engage teachers and which form the basis for the lessons they develop

    To build a context for the coaching discussion we will have today

  • Dilating FiguresFrom Fostering Geometric ThinkingBy Mark Driscoll et al.

    Published by Heinemann

  • Compare and Contrast DEF and ABC How are they alike?How are they different?What stayed the same?What changed?

  • Doing & Discussing Mathematics 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?

  • When doing mathematicsWe push teachers to use academic language and experiment with multimodal communicationCreating 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 & 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 organizersmodel and prompt academic language

  • Capturing and Articulating your Process and Reasoning

    Explain step in WORDSExplain step using PICTURESExplain WHY you took this step

  • A Tool for TEACHERS to think about the languageWord Generation Chart

  • Word Generation Chart for Dilations Task

    WORDAcademic Language MeaningEveryday Language MeaningOther Forms of WordRelated Words or PhrasesCognatesExamples of how we used word when doing math (list examples, sentences you said, with pictures when helpfulDilationA trans-formation that enlarges or reduces a geometric figure proportionallyEnlargement or expansion (e.g. of the pupils)VerticesThe points where line segments intersectSimilarFor polygons: having corresponding angles congruent and corresponding sides in proportionAlike: 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).Lesson Planning

  • Lesson Planning TemplatePurpose: to Develop ELL sensitive lesson planning habits of mind

  • Purposeful Lesson Planning 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

    a.

    b.

    c.

    d.

    2. About the Task

    Cognitive Demand Level of Task

    Cognitive Demand Level

    Justification:

    (Low

    e.g. Memorization or

    Procedure w/out connection

    ( High

    e.g. Procedure with connections, problem solving where procedures arent immediately clear

    If Low 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 students solve it?

    What misconceptions might students have?

    What errors might students make?

    How will students communicate their mathematical understanding?

    1.

    2.

    3.

    i.

    ii.

    Mathematical Focus Question:

    Focus Question:

    Title of mathematics task:

    NECESSARY

    Math:

    Language:

    USEFUL

    Math:

    Language:

    I agree with Mark ... I'll try to find and attach the version we use in FGT.

    I continue to think we are better off with a Low-High break, and what sits below can say something like: "e.g., procedures with connections; problem solving where procedures aren't immediately clear"

    Add space here, and then I think maybe move the chart from the next section about places student might get stuck to here?

    It seems like this chart belongs in the beginning of the supporting students' exploration section, not here? Or, possibly, in the "about the lesson" or "about the task" section that precedes this. It's just that here it seems like it's all about how to launch the task, but where students get stuck is relevant to things teachers might do throughout the lesson.

    These questions overlap with what is on the first page, is there a way to consolidate? Maybe even just change these to a note saying to go back and review what is in that chart and add more?

    NYC ELL Purposeful Lesson Planning Template

    Page: 1

  • Preparing the Learner What concepts / skills / academic language are useful and necessary for students to be engaged with this task?How will you activate students prior experiences and knowledge? Where might student get stuck?

  • Setting up the Task How will you introduce the activity so as not to reduce the demand of the task?What will you hear (language) or see (gestures, drawings, etc.) that lets you know students understand the task?How will student work on and complete the task?How will students record and report their work?

  • Supporting Students ExplorationWhat questions will you ask to uncover, assess, focus and advance student understanding of key mathematical ideas and use of academic language?What will you see or hear that lets you know students are thinking about key math ideas?What academic language will you listen for student to use?What academic language will you model? Prompt? How and when?What activities / resources will promote reading, writing, visualizing, listening, and speaking about math?

  • Extending UnderstandingWhat math do you want shared and discussed?What academic language do you want students using?What questions will you ask to assess and/or advance students understanding? And what is the desired student response?How will students reflect on what (math and language) and how they have learned?

  • Consider Sample Lesson Plan what is the math focus? what is the language focus? how are ELLs supported throughout this lesson?

  • CoachingCementing an ELL perspective in the mathematics classroom

  • Coaching Cycle

    Pre-lesson conferenceLesson Observation notesPost-lesson conference

  • Analyzing Pre-lesson Conference Video Clip What are they talking about? Is the focus on the mathematics and / or academic language?What was the coachs intention/goal?

  • Analyzing Lesson Observation NotesWhat did the coach capture?How can those notes be helpful to the teacher? Any other reactions/comments?

  • Analyzing Post-lesson Conference Video Clip What was the coach doing? What was her intention?How did she facilitate discussion of language issues?

  • ELL Mathematics Production FrameworkAttending 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.- Aida Walqui, Teacher Quality Initiative

  • Some resourcesSerpinstitute.orgLanguage.massey.ac.nzSchoolsmovingup.net/events/academicwordsMdriscoll@edc.orgGkelemanik@comcast.netHa_@berkeley.edu

  • Fostering Mathematics Success of English Language LearnersMark Driscoll, EDC mdriscoll@edc.orgDaniel Heck, Horizon Research, Inc. dheck@horizon-research.com

    An efficacy study of FGTT among teachers of ELLS

  • FMSELL Research QuestionsDoes 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.

    *Preview -- sort of-- a presentation Harold Asturias and I are giving at CMC-South in Palm Springs next week.Why? Builds on a conversation Mark and I started with you last December about our work in NYC***Ingredients. Constantly pushing on it from both math and language perspectives*The Process Melding of PD and coaching**Teach students the language of mathematics MELD (Mathematics English Language Development). We need to expand the traditional notion of literacy for ELLs from just English language Development to a recognition that literacy in mathematics for ELLs includes learning the language of Mathematics. We have kept Literacy and Mathematics too far apart for far too long; we need to MELD them.*That, In fact, language and math development are two-way and reciprocal. Content-based language learning is, according to research, more motivational as well as more cognitively powerfuldone in the context of learning/applying procedures, solving problems, etc.*We would like to give you some glimpses into how were trying to do just that through our work in NY *Our project goal is for teachers to become skilled at *End of overview and beginning of experiencing and reflecting on the work.*All of the problems we have used to date have come from this book and, thus, are all from geometry.HAND OUT AND WORK ON TASK*DEBRIEF TASK AND Briefly describe where this problem goes.

    *Why do we sped so much time doing and discussing math with teachers and coaches?***Essentially, modeling classroom strategies to support ELLs*Sample graphic organizer we might use to have teachers using pictures as well as words, and focus on reasoning (to support CME)*Catherine Snow, SERP project in Boston. Anyone involved?*You try. Snow and Cummings ad others talk about the power in teaching students various forms of a word and connecting to cognates. Get explicit. Give specific example of language use. Move beyons individual words to phrases!*Plan lessons that develop BOTH mathematics understanding and academic language in tandem.**INDIVIDUAL REFLECTION ON DILATIONS IN PREPARATION FOR LOOKING AT TEACHERS LESSON AND COACHING SESSION. PURPOSE.Focus Question - device to think about important math. Think in terms of a type of math exploration or a kind of math use or need*******We have specific protocols that focus on math and language. Today well take a look at some snippets from coaching session around the lesson you just looked at for dilations.*Some guiding questions for looking at the video. Weve got transcripts so we can point to evidence to support our claims. One pre-conference and two post-conference clips.*Some guiding questions for looking at the video. Weve got transcripts so we can point to evidence to support our claims. One pre-conference and two post-conference clips.*Some guiding questions for looking at the video. Weve got transcripts so we can point to evidence to support our claims. One pre-conference and two post-conference clips.*Framework that guides our work *Final messageWe try to take to heart Aida Walquis words*

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