english language learners and algebra: teaming rigorous content and accessible pedagogy
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English Language Learners and Algebra: Teaming Rigorous Content and Accessible Pedagogy. Patricia Swanson, Ph.D. Department of Elementary Education Trisha Bergthold, Ph.D. Department of Mathematics San Jos é State University. - PowerPoint PPT PresentationTRANSCRIPT
English Language Learners and Algebra:
Teaming Rigorous Content and Accessible Pedagogy
English Language Learners and Algebra:
Teaming Rigorous Content and Accessible Pedagogy
Patricia Swanson, Ph.D.
Department of Elementary Education
Trisha Bergthold, Ph.D.
Department of Mathematics
San José State University
Patricia Swanson, Ph.D.
Department of Elementary Education
Trisha Bergthold, Ph.D.
Department of Mathematics
San José State University
English Language Development Institute for Algebra Readiness Through the Instruction
and Support of Educators (ELDI-ARISE)
English Language Development Institute for Algebra Readiness Through the Instruction
and Support of Educators (ELDI-ARISE)
Partners: Santa Clara Unified, Campbell Union, and San Jose State University
Participants: 44 teachers, grades 5-9 (Year 3)
Structure Intensive: 32 hours Jul-Aug, 28 hours Sep-May Coaching: 20 hours per teacher Aug-June
Partners: Santa Clara Unified, Campbell Union, and San Jose State University
Participants: 44 teachers, grades 5-9 (Year 3)
Structure Intensive: 32 hours Jul-Aug, 28 hours Sep-May Coaching: 20 hours per teacher Aug-June
LEARN ING GOAL: MATHEMAT ICAL PROFICIENCY
(Adding it Up: Helping [P- 8] Children Learn Mathematics, 2001)
COMPLEMENTARY INSTRUCTIONAL METHOD:
CONCRETE REPRESENTATIONAL ABSTRACT
Institute Activities - RatesInstitute Activities - Rates
Activity: Wind-up Toy Races Group Report: Rates and Lines Rates in Different Representations Rate Problems in Different Contexts Story Line Matching
Activity: Wind-up Toy Races Group Report: Rates and Lines Rates in Different Representations Rate Problems in Different Contexts Story Line Matching
COMPREHENSIBLE I NPUT makes grade level content accessible and increases students’ ability to think, solve problems,
and engage in mathematics through... •understandable delivery of ideas and information
•purposeful development of both conversational and academic language
Conceptual Understanding, Procedural Competence, and Representational Fluency of Important Ideas
Use of Real Life Paired or Group work Conte xts Use of Concrete Materials Graphic Organizers Use of N ative L anguage Visual Learning Questioning Teaching Vocabulary Scaffolding in Context
Multiple Representations Concrete to Abstract
ADOLESCENT LEARNERS
Thrive in environments that are intellectually and emotionally safe, allow social needs to be met, support abstract ideas with concrete representations, and promote motivation through
relevance, choice and flexibility
Swanson, Whittaker, & Riv era (2007)
Comprehensible Input:Understandable delivery of ideas and information… rate = distance over time
Comprehensible Input:Purposeful development of conversational and academic language…
Develop academic language in context.• rate• time• distance• unit rate• average distance
Practice computation inmeaningful settings.
The race!
Young adolescent learners thrive in environments that are intellectually and emotionally safe, allow social needs to be met, support abstract ideas with concrete representations,and promote motivation through relevance, choice, and flexibility.
Challenging Courses and Curriculum…..From races, to unit rates, to speed as expressed by the slope of the line…Which toy would you choose? Why?
COMPREHENSIBLE I NPUT makes grade level content accessible and increases students’ ability to think, solve problems,
and engage in mathematics through... •understandable delivery of ideas and information
•purposeful development of both conversational and academic language
Conceptual Understanding, Procedural Competence, and Representational Fluency of Important Ideas
Use of Real Life Paired or Group work Conte xts Use of Concrete Materials Graphic Organizers Use of N ative L anguage Visual Learning Questioning Teaching Vocabulary Scaffolding in Context
Multiple Representations Concrete to Abstract
ADOLESCENT LEARNERS
Thrive in environments that are intellectually and emotionally safe, allow social needs to be met, support abstract ideas with concrete representations, and promote motivation through
relevance, choice and flexibility
Swanson, Whittaker, & Riv era (2007)
March 2009 Math Resource Assessment Service (MARS) Performance by Treatment and Control
Status and by English Learner Status
March 2009 Math Resource Assessment Service (MARS) Performance by Treatment and Control
Status and by English Learner Status