secondary mathematics teachers as language teachers

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A PRACTICAL APPROACH TO GIVING EQUAL ACCESS TO SECONDARY ELS SECONDARY MATHEMATICS TEACHERS AS LANGUAGE TEACHERS Alana Cortes, English Language Development Coordinator, LAUSD Elisa Rose, Secondary Mathematics Coordinator, LAUSD 34 th Annual Greater San Diego Math Council Conference February 1-2, 2013

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Page 1: Secondary Mathematics Teachers as Language Teachers

A P R A C T I C A L A P P R O A C H T O G I V I N G E Q U A L A C C E S S T O S E C O N D A R Y E L S

SECONDARY MATHEMATICS TEACHERS AS LANGUAGE

TEACHERS

Alana Cortes, English Language Development Coordinator, LAUSD Elisa Rose, Secondary Mathematics Coordinator, LAUSD

34th Annual Greater San Diego Math Council Conference February 1-2, 2013

Page 2: Secondary Mathematics Teachers as Language Teachers

DIVIDED CIRCLE MAP

ELs and math instruction

Strategies Considerations for language instruction

Page 3: Secondary Mathematics Teachers as Language Teachers

OBJECTIVE

Attendees will leave with specific classroom strategies to infuse the teaching of reading, writing, listening, and speaking in the secondary mathematics classroom.

Page 4: Secondary Mathematics Teachers as Language Teachers

TEACHING THE LANGUAGE OF MATH

L A N G U A G E I S N O T O N LY A T O O L F O R C O M M U N I C AT I N G , B U T A L S O A T O O L F O R T H I N K I N G .

Page 5: Secondary Mathematics Teachers as Language Teachers

LANGUAGE LEVELS

Teachers of English to Speakers of Other Languages (TESOL)

•  Beginning •  Intermediate •  Advanced

California EL Proficiency Levels

•  Beginning •  Early Intermediate •  Intermediate •  Early Advanced •  Advanced

Page 6: Secondary Mathematics Teachers as Language Teachers

DEFINITIONS OF ENGLISH LEARNERS PROFICIENCY LEVELS

•  Turn to your elbow partner and choose who is “Partner A” and who is “Partner B” •  Partner A reads “Intermediate” definition to

themselves while Partner B reads “Advanced” definition. •  Turn to your partner and discuss what a student at

both Intermediate and Advanced proficiency level “can” and “cannot” do.

Page 7: Secondary Mathematics Teachers as Language Teachers

TEACHER STRATEGIES

Intermediate Early Advanced Advanced

•  Ask critical thinking questions that can be answered in phrases and simple sentences.

•  Teach students to use vocabulary notes as references.

•  Provide models for writing.

•  Assess students using sentence frames.

•  Ask critical thinking questions and encourage responses that are detailed sentences.

•  Give feedback to continue developing language & writing skills.

•  Provide paragraph starters/outlines; provide rubrics.

•  Ask critical thinking questions and probe for responses that are detailed sentences.

•  Give feedback to continue develop to continue developing language & writing skills.

•  Assess students independent writing; provide rubrics.

Page 8: Secondary Mathematics Teachers as Language Teachers

METAPHOR FOR UNDERSTANDING

Page 9: Secondary Mathematics Teachers as Language Teachers

BUILDING BACKGROUND

Principles of Learning & Motivation

•  All learners, but English Learners in particular need a way to connect what they know with what they need to learn

•  ELs need to learn mathematical concepts AND be able to relate and organize conceptually

•  ELs benefit from reflecting on learned goals and progress, applying a metacognitive approach to learning English as well as learning mathematics content

Inquiry-Based Mathematics Education

•  Involve ELs is an inquiry-based, language rich approach to solve mathematical problems

•  High expectations for both content and language

•  Social learning is an integral part of inquiry-based math classes

•  As with all students, ELs should: •  Formulate and solve a wide

variety of problems •  Make conjectures and

construct arguments •  Validate solutions •  Evaluate the reasonableness

of mathematical claims

Page 10: Secondary Mathematics Teachers as Language Teachers

CALLING OUT LANGUAGE

•  Multi-syllabic words •  denominator, probability, multiplication

•  Multiple meaning words •  area, fraction, product

•  Passive verb construction •  Which is read one thousand, seventy-two?

•  Connecting words that indicate relationships •  because, conversely, hence, similarly

•  Prepositions •  divided by, divided into

•  Mathematical register •  Word choice, sentence structure, discourse patterns

Page 11: Secondary Mathematics Teachers as Language Teachers

ENCOURAGING DISCUSSION

Luck-of-the-Draw/Equity Sticks

•  Student names are written on cards or popsicle sticks.

•  Teacher “draws” a name and calls on that student. The paper or sticks are put away and not put back.

Heads Together •  The teacher poses a question or a

math task. •  Small groups stand and lean their

heads close together (like a huddle in football) and quietly discuss and reach an agreement on an answer.

Think-Ink-Pair-Share (TIPS)

•  Students prepare for a high-five, make eye contact with someone across the room, and give them a gentle high five.

•  This will be their partner for the discussion.

•  Students take a few minutes to think and write down their thoughts or begin to solve a problem.

•  Then students share their answers with a partner, and followed by a whole group discussion.

Stand Up-Hands Up-Pair Up

Page 12: Secondary Mathematics Teachers as Language Teachers

THE CANDLES PROBLEM

Maria has a red candle and a green candle. Each candle is 18 cm long. Maria lights each candle at the same time. The red candle takes 6 hours to burn out, but the green candle takes 3. a)  After one hour of burning, which candle is longer?

How much longer? Explain how you got your answer.

b)  How much time will pass until one of the candles is exactly twice as long as the other? Explain how you got your answer.

Page 13: Secondary Mathematics Teachers as Language Teachers

THE CANDLES PROBLEM (CONTINUED)

2. Maria lights two candles at the same time. Each candle is 36 centimeters long. One candle takes 3 hours to burn out and the other takes 6. How much time will pass until the slower-burning candle is exactly twice as long as the faster-burning one? Explain how you got your answer. 3. Maria lights two candles of equal length at the same time. One candle takes 6 hours to burn out and the other takes 9. How much time will pass until the slower-burning candle is exactly twice as long as the faster-burning one? Explain how you got your answer.

Page 14: Secondary Mathematics Teachers as Language Teachers

GALLERY WALK

•  Each group posts their charts on the wall. •  Groups stand by their chart and wait for the signal

to move to the next chart. •  You will move clockwise. •  At each chart, add a group “post-it” that

comments on the work charted. •  Use “Pass the Pen” strategy. •  After you have finished commenting on 4 charts, go

back to your own chart and read the comments. •  Return to your seat.

Page 15: Secondary Mathematics Teachers as Language Teachers

PROCESS DEBRIEF HANDS UP/STAND UP

•  Participants stand up with hand up in the air. •  Participants make eye contact with a person not in their

group, walk over to them and give them a gentle “high five.”

•  This is your partner •  Designate which partner will begin. •  Students discuss/share with partner.

QUESTION: What did you see the session facilitators do/put in place to scaffold instruction and to increase opportunities to use productive academic language during the task and the session?

Page 16: Secondary Mathematics Teachers as Language Teachers

ADDITIONAL ACCOMMODATIONS

•  With practice, math teachers can help their English Learners learn to recognize and use math vocabulary, semantics, discussion techniques and background knowledge. •  Math teachers should identify the student’s

language levels, the linguistic demands of each lesson, and plan accommodations in accordingly.

Page 17: Secondary Mathematics Teachers as Language Teachers

REMEMBER….

•  Remember the glass... See the glass and your students’ language needs. •  Remember when you are planning, you should

have two purposes for your math lessons for classes with ELs: •  the math content •  the language your students need to express their

understanding of the content you taught and they learned

Page 18: Secondary Mathematics Teachers as Language Teachers

SPEAKER  EVALUATION

•  1 2 3 4 5

Strongly Disagree

Text your message to this Phone Number: 37607

Strongly Agree Disagree Neutral Agree

___ ___ ___ ___________ ”

Speaker was well-prepared

and knowledgeable

Speaker was engaging and

an effective presenter

Session matched title and

description in program book

Other comments,

suggestions, or feedback

Example: 545 Great session! ”

“ 31100

“ 31100