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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

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Presentation Transcript
session summary
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
    • Sharing coaching process:
      • Tools
      • Artifacts
      • Video
  • Close
our work

Our work

In New York City with teams of middle school

mathematics and ELL teachers and coaches—through the NYC Office of English Language Learners

slide4
We =
  • EDC team
  • Lawrence Hall of Science team
back stories
Back 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
school leadership for ell mathematics project
School Leadership for ELL Mathematics Project

A L

C A

A N

D G

E U

M A

I G

C E

Do Math

Analyze Student Work

Lesson Plan

Coach

C

O

N

T

E

N

T

slide7

PD

Do Math

Language Activity

Lesson Planning

Analysis of Student Work

In-school lesson

planning

Initial student

work analysis

Coaching

Session

COACHING

academic language proficiency is developed through sustained content based instruction

“Meld” Literacy and Mathematics

Academic Language Proficiency is developed through sustained content-based instruction

ELD

MELD

English Language

Development

Mathematics English

Language Development

teaching the language of mathematics

Teaching the Language of Mathematics

Two -way and Reciprocal

Mathematical knowledge is developed through language, and language abilities can and should be developed through mathematics instruction

J. Cummins

slide11

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
Listening

Speaking

Reading

Writing

Viewing

Developing mathematics vocabulary

Learning the mathematics register

Participating in meaningful mathematical discourse

Creating and delivering multimodal lessons where ELLs are…
a bit of mathematics

A bit of mathematics

Purposes:

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 figures

Dilating Figures

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?

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
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.
some structures strategies
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 organizers
  • model and prompt academic language
slide23

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 template

Lesson Planning Template

Purpose: to Develop ELL sensitive lesson planning habits of mind

consider sample lesson plan
Consider Sample Lesson Plan
  • what is the math focus?
  • what is the language focus?
  • how are ELLs supported throughout this lesson?
coaching
Coaching

Cementing an ELL perspective in the mathematics classroom

coaching cycle
Coaching Cycle
  • Pre-lesson conference
  • Lesson Observation notes
  • Post-lesson conference
analyzing pre lesson conference video clip
Analyzing 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?
analyzing lesson observation notes
Analyzing Lesson Observation Notes
  • What did the coach capture?
  • How can those notes be helpful to the teacher?
  • Any other reactions/comments?
analyzing post lesson conference video clip
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 framework
ELL 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.
aida walqui teacher quality initiative

“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 resources
Some resources
slide35

Fostering Mathematics Success of English Language Learners

Mark Driscoll, EDC [email protected]

Daniel Heck, Horizon Research, Inc. [email protected]

An efficacy study of FGTT among teachers of ELLS

fmsell research questions
FMSELL 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?
slide37

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.

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