slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
America’s Got Words: Raising the Level of Content Knowledge through Academic Vocabulary-- the TASEL-M Challenge PowerPoint Presentation
Download Presentation
America’s Got Words: Raising the Level of Content Knowledge through Academic Vocabulary-- the TASEL-M Challenge

Loading in 2 Seconds...

play fullscreen
1 / 76

America’s Got Words: Raising the Level of Content Knowledge through Academic Vocabulary-- the TASEL-M Challenge - PowerPoint PPT Presentation


  • 175 Views
  • Uploaded on

America’s Got Words: Raising the Level of Content Knowledge through Academic Vocabulary-- the TASEL-M Challenge. Ellen Duffy Janet Bryson June Campbell Karen Delaney. NCSM, 2008. TASEL-M: Teachers Assisting Students to Excel in Learning Mathematics.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'America’s Got Words: Raising the Level of Content Knowledge through Academic Vocabulary-- the TASEL-M Challenge' - una


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

America’s Got Words:Raising the Level of Content Knowledgethrough Academic Vocabulary-- the TASEL-M Challenge

Ellen Duffy Janet Bryson

June Campbell Karen Delaney

NCSM, 2008

tasel m teachers assisting students to excel in learning mathematics
TASEL-M: Teachers Assisting Students to Excel in Learning Mathematics

An NSF funded grant through Cal State University, Fullerton and Orange County Department of Education to aid four underperforming high schools and their feeder middle and continuation high schools.

  • Paradigm:Support Teachers to Focus on Learning as informed by Data
program goals and objectives
Program Goals and Objectives
  • Close the gap
  • Increase enrollment in advanced math courses
  • Collaborate using data
  • Increase pedagogical content knowledge
tasel m teachers assisting students to excel in learning mathematics4
TASEL-M: Teachers Assisting Students to Excel in Learning Mathematics
  • Elements:
    • Cognitive Coaching on Best Practice
    • Teacher Collaboration (PLC)
    • Enhance Pedagogical Content Knowledge
who is the target audience
Who is the Target Audience?

130 mathematics teachers

9,787 high school students

6,536 middle school/junior high school students

67% Hispanic Students

14% Asian

10% White (not Hispanic)

51% English Learners

65% Free and Reduced Lunch

Prepared by Orange County Department of Education - Dr. Dianne DeMille

cahsee grade 10 english learners 51 involved with teachers in tasel m over 4 years
CAHSEE Grade 10 English Learners (51%)Involved With Teachers in TASEL-M Over 4 Years

+32.5 percentage points

62%

60%

56%

46%

+19.0 percentage points

35.1%

33%

Key

California

Orange County

TM Districts

All TM School s

29.5%

27.0%

Prepared by Orange County Department of Education - Dr. Dianne DeMille

upper level mathematics enrollment hispanic students in tasel m
Upper Level Mathematics Enrollment Hispanic Students in TASEL-M

Prepared by Orange County Department of Education - Dr. Dianne DeMille

early el professional development
Early EL Professional Development
  • Sessions:

Whiteboard training, vocabulary development, content classes, bilingual experience, questioning strategies, manipulative training

  • Support:

Teacher observations, coaching conversations

  • Obstacles:

Limited participation, short amount of time after school, limited application to content, limited accountability for implementation

lessons learned
Lessons Learned
  • Participation is essential
  • Implementation needs teacher ownership and accountability
  • Faithful replication requires support
  • Application to timely content

Less is More!

what have you tried at your site and what lessons have you learned

A

B

What have you tried at your site, and what lessons have you learned?
  • At your tables determine who will be shoulder-partner A and shoulder-partner B
  • A shares first for 1 minute
  • B shares second for 1 minute
  • Be prepared to share your partner’s ideas.

At my site we learned…

At my site…..

share out
Share out…

If your partner had an interesting insight,

please share their thought.

Hey- you have great insight!

all students should have access to rigorous curriculum
All students should have access to rigorous curriculum.

EL students have the opportunity to

  • Do the math
  • Interact with one another
  • Make their learning public
  • Rehearse the academic language

“Talking and writing about mathematics improves the depth of learning and recall.”

David Sousa 2008

current revised model to implement sdaie strategies
Current Revised Model to Implement SDAIE Strategies:

Four stations for multiple access points to teach and reinforce a particular standard

  • Academic Language Development
  • Multiple Intelligence
  • Checking for Understanding
  • Student Self-Reflection
why this model worked
Why this model worked…
  • Structured with products in mind
  • Teachers lead the discussion & creation
  • Facilitates teacher creativity and ownership
  • Research based strategies
  • Time bound task during professional development
  • Embedded in timely content
  • Accessible, wide range of examples to chose from
  • Make it public- accountability to the group
  • Group evaluation/refinement of products after implementation
  • Process used repeatedly throughout the year
station 1 academic language development
Station #1:Academic Language Development
  • Levels of Word Knowledge
  • Advance Organizer
  • Frayer Model
  • Math Graffiti
  • Content Conversation
  • Practice for Points
  • Compare and Contrast

“Students need structured opportunities to develop the understanding to know and to use academic language.”

Robert Marzano, 2004

advance organizer

Looks Like

Write an equation of a line through 2 points: (4,5) and (-2,9)

Looks Like

Write an equation of a line through

(-2,5) with slope = -3.

Looks Like

Write an equation of the line with slope = 4 and y-intercept = -1.

Looks Like

Write the equation … that fits the table.

ADVANCE ORGANIZER

Standard 7.0: Students are able to derive linear equations by using the point-slope formula.

Writing an Equation For a Line

What information do they give me?

frayer model
Frayer Model

Characteristics

Definition (in own words)

  • Cross multiply and solve
  • Cancel vertically/horizontally
  • NEVER cancel diagonally across an =
  • write word rate first
  • Direct variation problems

Ratio = ratio

PROPORTIONS

Examples

Non-examples

content conversation
Content Conversation

Concept:

Problem #___1__ Problem #___2_

practice for points
Practice for Points

Topic: ____________________________________

#1 #2

Points earned:_______ Points earned: _________

Summary Statement:

compare and contrast
Compare and Contrast

Standard:______________________________________________________

Similarities between concepts:

Differences between concepts with regards to:

slide23

Table Share: Take a minute and write the benefits, one per post-it note, of students using Content Conversation.

I want to

hear what

he thinks!

One benefit

is…..

station 2 multiple intelligences
Station #2:Multiple Intelligences
  • Total Physical Response (TPR)
  • Math Songs
  • Graphic Organizers

“Amazingly, the part of the brain that processes movement is the same part of the brain that processes learning.”

Eric Jensen, 2005

let s get physical tpr
Let’s Get Physical!TPR

Please stand up, have room enough to move your arms, and prepare to change your state.

tpr cont operation karate
TPR cont: Operation Karate
  • 32, 4, 8
  • 16, 0, 0
  • 5, 9, 45
  • 8, 3, 11
  • 15, 1, 16
  • 56, 8, 7
math songs
Math Songs

Mexican Hat Dance –solving Equations

took a survey of the students and these are the results
Took a survey of the students and these are the results:

Human Box & Whisker Plot

Upper Quartile

Lower Quartile

Median

Maximum

Minimum

graphic organizer

3

-

+

4

4

Graphic Organizer

3x – 4 = 11

x

5

=

3

15

11

slide54

Think Pair Share

Determine who will be shoulder-partner A

and shoulder-partner B. Each partner will have 60 seconds to share using the following prompts:

“One multiple intelligence strategy I have seen the teachers at my school use is …

“Another strategy I’ve observed my teachers use is …”

station 3 checking for understanding
Station #3:Checking for Understanding
  • Learning Logs / Ticket out the door
  • Whiteboards
  • Think-Pair-Share/Partnering

“Reinforcement must be specific. This is the time for students to “get it right” before you send them on to the next step.”

Marilee Sprenger, 2005

learning log ticket out the door
Learning Log/Ticket Out the Door

Learning Log 1.7 & 1.8 Graphs and Functions

  • Describe what Person A

looks like compared to

Person B. Justify your

answer.

  • Would you like anything

clarified from today’s

lesson?

Height

10 2 possibilities
10-2 Possibilities
  • 1. Students can work with a partner and …
  • turn to a partner and summarize the key points of the lesson in their own words.
    • time frame (i.e.. 1 minute per partner) using a visual timer gives a sense of urgency to the class.
    • Giving sentence stems or vocabulary words for students to include within their response will help students who need more direction.
  • draw a picture that represents an important fact from the lesson and see whether your partner can figure out what the picture represents.
  • 2. Students can work individually and…
  • read back over definitions or examples in their notes and highlight important concepts.
  • draw a mind map of the concepts discussed today
  • 3. Students can work as a class and…
  • to find a classmate who can explain one of the squares in a walk-about review grid.
slide60

Stand Up If…

  • You’ve seen students energized to complete a Learning Log or Ticket out the door before the bell rings.
  • Most of your math teachers have students use Individual Whiteboards to check for understanding.
  • Your teachers chunk their instruction and then use a Think-Pair-Share/Partnering strategy to check for understanding of that chunk before continuing on with the lesson.
station 4 student self reflection
Station #4:Student Self-Reflection
  • Foldables
  • Journaling with word bank or sentence stems
  • Grading Rubrics
  • Quarter letter
  • Test reflection

“Teachers must encourage personal processing time after new learning for material to solidify.”

Eric Jensen, 1998

foldables
Foldables

Foldables are graphic organizers that organize , display and arrange concepts, processes, facts, etc., to help students summarize, review and make connections. Students view it as a safety blanket in learning new material.

Dinah Zikes has been instrumental in developing these organizers.

journaling using sentence stems
Journaling using sentence stems

Do you get it?

A number that is multiplied by a given number to get an answer of 1 is called a ________________.

The patterns I see between a number and the reciprocal of that number are: ( List as many as you can)

journaling using a word bank
Journaling using a word bank

Summary: Write a 1 paragraph summary (3-5 complete sentences) about what you learned about the Pythagorean Theorem using 5 of the words below.

Word Bank

Pythagorean hypotenuse leg

square length longest side

right triangle right angle sum

Equals square root

quarter letter
Quarter letter

Dear______________________, Date: _____________

This past quarter/semester I earned a _________. I am _________________ with my performance. I earned this grade because I …

__________________________________________________________________________________________________________________________________________________________

Next quarter/semester I want to earn a _________. I am going to reach my goal by …

________________________________________________________________________________________________________________________________________________________________________________________________________________________

If I am having difficulties with the subject matter, I am going to help myself by….

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Keep reaching for your goals,

test reflection part 2
Test Reflection, part 2
  • Are you on track with the goal you set for yourself at the beginning of the quarter/semester?
  • What affected your progress?
  • How can you learn from your experiences?
  • Please revise you goal for the semester and write two different actions you will take to achieve your goal.
  • Revised goal:
  • Action #1:
  • Action #2:
test reflection
Test reflection

Missed Question Reflection

  • Copy one question that you missed or lost points on.
  • What standard is this question testing? How do you know that?
  • What steps, procedures, formulas or rules do you need to remember when you do this type of question?
  • What did you do wrong?
  • Work the problem correctly here.
  • Name two specific things that you need to do so you can “own” this concept and get future questions like this correct
test reflection69
Test reflection
  • Copy one question that you received full credit on. (Copy your work exactly as you have it on the test.)
  • What standard is this question testing? How do you know that?
  • What steps, procedures, formulas or rules do you need to remember when you do this type of question? Explain how you knew what to do to get this question correct? (What steps or procedures did you follow?)
  • Do you “own” this standard? Explain why or why not.
  • Name one specific thing that you did that helped you learn this concept.
  • Compare and contrast the feelings you feel when you look at a question on a test or quiz and know how to solve it versus the feelings that you feel when you are not sure what to do.
write in the summary section of your foldable
Write in the summary section of your foldable:

What two ideas from the 4 stations might you want to pursue with your teachers.

possible 5 th station connections to meaning
Possible 5th station:Connections to Meaning
  • Concrete  Representation Abstract Concept
      • Algebra Tiles
      • +/- Chips
      • Patty Paper Geometry
      • Geoboards
      • Graphing Calculators
      • Geometer’s Sketchpad
      • Wiki Sticks
      • AngLegs
  • Real life connections

“Concrete experience is one of the best ways to make strong long-lasting neuro connections.”

Patricia Wolf, 2001

supervisor s role
Supervisor’s Role
  • Individual Action Plans
  • Use the model faithfully and consistently
  • Follow up with observation protocols
  • Provide professional development based on the needs of the team
  • Follow up on individual action plans midyear

Remember “Less is More!”

write in your foldable
Write in your foldable...
  • How might you implement the professional

development model to fit your needs?

  • Record two aha’s from our time together.
bibliography
Bibliography
  • Bowman, Sharon L. and Dave Meier The Ten-minute Trainer, 150 ways to teach it quick & make it stick!. Hoboken, NJ: Pfeiffer Essential Resources for Training and HR Professionals, 2005.
  • Jenson, Eric.Teaching with the Brain in Mind.Alexandria, VA: Assoc. for Supervision and Curriculum Development, 1998.
  • Jenson, Eric.Teaching with the Brain in Mind, Revised 2nd edition.Alexandria, VA:Association for Supervision & Curriculum Development; Revised 2nd edition, 2005.
  • Marzano, Robert J. and Debra J. Pickering and Jane E. Pollack.Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement.Alexandria: ASCD, 2001.
  • Marzano, Robert J. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: ASCD, 2004.
  • Sousa, David. How the Brain Learns Mathematics. Thousand Oaks, CA: Corwin Press, 2007.
  • Sprenger, Marilee How to Teach so Students Remember. Alexandria, VA: ASCD, 2005.
  • Stolovitch, Harold, and Erica J. Keeps, Telling Ain't Training. Alexandria, VA:American Society for Training and Development, 2002.
  • Wolf, Patricia,
contact information
Contact Information

Ellen Duffy Janet Bryson

eduffy@fullerton.edujanet@explearn.com

June Campbell Karen Delaney

junecampbell@yahoo.commathcoach@adelphia.net

PowerPoint & handouts available athttp://taselm.fullerton.edu