Coaching Teachers Who are Teaching Mathematics to English Language

Learners

Coaching Teachers Who are Teaching Mathematics to English Language

Learners

Session SummarySession 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

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

Our workOur work

In New York City with teams of middle school

mathematics and ELL teachers and coaches—through the NYC Office of

English Language Learners

We =We =

EDC team

Lawrence Hall of Science team

EDC team

Lawrence Hall of Science team

Back StoriesBack 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

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

School Leadership for ELL Mathematics ProjectSchool Leadership for ELL Mathematics Project

Do Math

Analyze Student Work

Lesson Plan

Coach

CONTENT

A LC AA ND GE UM AI GC E

Do MathLanguage ActivityLesson Planning

Analysis of Student Work

In-school lesson planning

Initial student work analysis

CoachingSession

PD

COACHING

Our tenetsOur tenets

Academic Language Proficiency is developed through sustained

content-based instruction

Academic Language Proficiency is developed through sustained

content-based instruction

“Meld” Literacy and Mathematics

ELD MELDEnglish Language Development

Mathematics English Language Development

Teaching the Language of Mathematics

Teaching the Language of Mathematics

Mathematical knowledge is developed through language, and language abilities

can and should be developed through mathematics instruction

J. Cummins

Mathematical knowledge is developed through language, and language abilities

can and should be developed through mathematics instruction

J. Cummins

Two -way and Reciprocal

Planning lessons with dual goals of developing mathematics

understanding and academic language will improve ELL’s

ability to become proficient in DOING mathematics

Planning lessons with dual goals of developing mathematics

understanding and academic language will improve ELL’s

ability to become proficient in DOING mathematics

Creating and delivering multimodal lessons where ELLs

are…

Creating and delivering multimodal lessons where ELLs

are…

Listening Speaking Reading Writing Viewing

Listening Speaking Reading Writing Viewing

Developing mathematics vocabulary

Learning the mathematics register

Participating in meaningful mathematical discourse

Developing mathematics vocabulary

Learning the mathematics register

Participating in meaningful mathematical discourse

A bit of mathematics A bit of mathematicsPurposes:

1. Illustrate the kinds of tasks in which we engage teachers and which form the basis for the lessons they develop

2. To build a context for the coaching discussion we will have today

Purposes:

1. Illustrate the kinds of tasks in which we engage teachers and which form the basis for the lessons they develop

2. To build a context for the coaching discussion we will have today

Dilating FiguresDilating Figures

From Fostering Geometric Thinking

By Mark Driscoll et al.

Published by Heinemann

From Fostering Geometric Thinking

By Mark Driscoll et al.

Published by Heinemann

Compare and Contrast ∆DEF and ∆ABC

Compare and Contrast ∆DEF and ∆ABC

How are they alike?How are they different?What stayed the same?

What changed?

How are they alike?How are they different?What stayed the same?

What changed?

Doing & Discussing Mathematics

Doing & Discussing Mathematics

to increase teachers’ content understanding

to increase teachers’ awareness of the need and opportunities to develop students’ academic language

to increase teachers’ content understanding

to increase teachers’ awareness of the need and opportunities to develop students’ academic language

How do we focus on academic language?How do we focus on academic language?

When doing mathematics…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.

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.

Some Structures & StrategiesSome 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

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

Capturing and Articulating your Process and Reasoning

Capturing and Articulating your Process and Reasoning

Explain step in WORDS

Explain step using PICTURES

Explain WHY you took this step

A Tool for TEACHERS to think about the language

A Tool for TEACHERS to think about the language

Word Generation Chart

Word Generation Chart

Word Generation Chart for Dilations TaskWord Generation Chart for Dilations Task

WORDAcademic Language Meaning

Everyday Language Meaning

Other Forms

of Word

Related Words or Phrases

Cognates

Examples of how we used word when doing

math (list examples, sentences you said, with pictures when

helpful

Dilation

A trans-formation that enlarges or reduces a geometric figure proportionally

Enlargement or expansion (e.g. of the pupils)

Vertices

The points where line segments intersect

Similar

For polygons: having corresponding angles congruent and corresponding sides in proportion

Alike: having the same characteristics

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).

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

Lesson Planning TemplateLesson Planning Template

Purpose: to Develop ELL sensitive lesson planning

habits of mind

Purpose: to Develop ELL sensitive lesson planning

habits of mind

PURPOSEFUL LESSON PLANNI NG TEMPLATE 1. PURPOSE

What do you want students to know and understand as a result of working on this task?

What will students say, write, show, or do to communicate their understanding?

NYS Math Performance

Indicator

Mathematical Content

Mathematical Process

Academic Language

2. ABOUT THE TASK Cognitive Demand Level of Task

Cognitive Demand Level

c Low e.g. Memorization or Procedure w/out connection

c High e.g. Procedure with connections, problem solving where procedures aren’t immediately clear

J ustification:

If L ow Demand, how will you revise task to be high demand?

Solution Strategies: What are all the ways this task can be solved? (Solve the task yourself!)

• How will stu dent s solve it?

• What misconception s might s tu dent s have?

• What error s might st udent s make?

• How will stu dent s communicat e t heir m at hemat ical under sta nding?

Title of mathematics task:

Mathemat ical Focus Question :

Consider Sample Lesson PlanConsider Sample Lesson Plan

what is the math focus? what is the language focus? how are ELLs supported

throughout this lesson?

what is the math focus? what is the language focus? how are ELLs supported

throughout this lesson?

CoachingCoaching

Cementing an ELL perspective in the

mathematics classroom

Cementing an ELL perspective in the

mathematics classroom

Coaching CycleCoaching Cycle

Pre-lesson conference Lesson Observation notes Post-lesson conference

Pre-lesson conference Lesson Observation notes Post-lesson conference

Analyzing Pre-lesson Conference Video ClipAnalyzing 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?

What are they talking about? Is the focus on the mathematics

and / or academic language? What was the coach’s

intention/goal?

Analyzing Lesson Observation NotesAnalyzing Lesson Observation Notes

What did the coach capture? How can those notes be helpful to

the teacher? Any other reactions/comments?

What did the coach capture? How can those notes be helpful to

the teacher? Any other reactions/comments?

Analyzing Post-lesson Conference Video ClipAnalyzing Post-lesson Conference Video Clip

What was the coach doing? What was her intention? How did she facilitate discussion

of language issues?

What was the coach doing? What was her intention? How did she facilitate discussion

of language issues?

ELL Mathematics Production FrameworkELL 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.

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.

“Amplify and Enrich-- rather than simplify the language of

the classroom, to give students more opportunities

to learn the concepts involved.”

“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- Aida Walqui, Teacher Quality Initiative

Some resourcesSome resources

Serpinstitute.org Language.massey.ac.nz Schoolsmovingup.net/events/

academicwords Mdriscoll@edc.org Gkelemanik@comcast.net Ha_@berkeley.edu

Serpinstitute.org Language.massey.ac.nz Schoolsmovingup.net/events/

academicwords Mdriscoll@edc.org Gkelemanik@comcast.net Ha_@berkeley.edu

Fostering Mathematics Fostering Mathematics Success of English Success of English Language LearnersLanguage Learners

Mark Driscoll, EDC Mark Driscoll, EDC mdriscoll@edc.org

Daniel Heck, Horizon Research, Daniel Heck, Horizon Research, Inc. Inc. dheck@horizon-research.com

An efficacy study of FGTT among teachers of ELLS

Fostering Mathematics Fostering Mathematics Success of English Success of English Language LearnersLanguage Learners

Mark Driscoll, EDC Mark Driscoll, EDC mdriscoll@edc.org

Daniel Heck, Horizon Research, Daniel Heck, Horizon Research, Inc. Inc. dheck@horizon-research.com

An efficacy study of FGTT among teachers of ELLS

FMSELL Research QuestionsFMSELL 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?

• 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?

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.

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.