Coaching Teachers Who are Teaching Mathematics to English Language Learners

1. Coaching Teachers Who are Teaching Mathematics to English Language Learners

2. 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

3. 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

4. We = • EDC team • Lawrence Hall of Science team

5. 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

6. 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

7. PD Do Math Language Activity Lesson Planning Analysis of Student Work In-school lesson planning Initial student work analysis Coaching Session COACHING

8. Our tenets

9. “Meld” Literacy and Mathematics Academic Language Proficiency is developed through sustained content-based instruction ELD MELD English Language Development Mathematics English Language Development

10. 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

11. Planning lessons with dual goals of developing mathematics understanding and academic language will improve ELL’s ability to become proficient in DOING mathematics

12. 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…

13. 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

14. Dilating Figures From Fostering Geometric Thinking By Mark Driscoll et al. Published by Heinemann

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

16. Doing & Discussing Mathematics • to increase teachers’ content understanding • to increase teachers’ awareness of the need and opportunities to develop students’ academic language

17. How do we focus on academic language?

18. 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.

19. 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

20. Capturing and Articulating your Process and Reasoning

21. A Tool for TEACHERS to think about the language Word Generation Chart

22. Word Generation Chart for Dilations Task

23. 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

24. Lesson Planning Template Purpose: to Develop ELL sensitive lesson planning habits of mind

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

27. Coaching Cementing an ELL perspective in the mathematics classroom

28. Coaching Cycle • Pre-lesson conference • Lesson Observation notes • Post-lesson conference

29. 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?

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

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

32. 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.

33. “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

34. Some resources • Serpinstitute.org • Language.massey.ac.nz • Schoolsmovingup.net/events/academicwords • Mdriscoll@edc.org • Gkelemanik@comcast.net • Ha_@berkeley.edu

35. Fostering Mathematics Success of English Language Learners Mark Driscoll, EDC mdriscoll@edc.org Daniel Heck, Horizon Research, Inc. dheck@horizon-research.com An efficacy study of FGTT among teachers of ELLS

36. 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?

37. 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.