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Coaching Teachers Who are Teaching Mathematics to English Language Learners

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Title: 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 coachesthrough
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
Academic Language Proficiency is developed
through sustained content-based instruction
Meld Literacy and Mathematics
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 ELLs ability to become proficient
in DOING mathematics
12
Creating and delivering multimodal lessons where
ELLs are
  • Developing mathematics vocabulary
  • Learning the mathematics register
  • Participating in meaningful mathematical discourse
  • Listening
  • Speaking
  • Reading
  • Writing
  • Viewing

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

25
(No Transcript)
26
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?

27
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?

28
Supporting Students Exploration
  • What 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?

29
Extending Understanding
  • What 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?

30
Consider Sample Lesson Plan
  • what is the math focus?
  • what is the language focus?
  • how are ELLs supported throughout this lesson?

31
Coaching
  • Cementing an ELL perspective in the mathematics
    classroom

32
Coaching Cycle
  • Pre-lesson conference
  • Lesson Observation notes
  • Post-lesson conference

33
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?

34
Analyzing Lesson Observation Notes
  • What did the coach capture?
  • How can those notes be helpful to the teacher?
  • Any other reactions/comments?

35
Analyzing Post-lesson Conference Video Clip
  • What was the coach doing?
  • What was her intention?
  • How did she facilitate discussion of language
    issues?

36
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.

37
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

38
Some resources
  • Serpinstitute.org
  • Language.massey.ac.nz
  • Schoolsmovingup.net/events/academicwords
  • Mdriscoll_at_edc.org
  • Gkelemanik_at_comcast.net
  • Ha__at_berkeley.edu

39
  • Fostering Mathematics Success of English Language
    Learners
  • Mark Driscoll, EDC mdriscoll_at_edc.org
  • Daniel Heck, Horizon Research, Inc.
    dheck_at_horizon-research.com
  • An efficacy study of FGTT among teachers of ELLS

40
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?

41
  • 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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