Effective ESL Strategies for Math · EFFECTIVE ESL STRATEGIES FOR MATH 9!!!! ! Audience Definition...
Transcript of Effective ESL Strategies for Math · EFFECTIVE ESL STRATEGIES FOR MATH 9!!!! ! Audience Definition...
EFFECTIVE ESL STRATEGIES FOR MATH
Effective ESL Strategies for Math
For classroom teachers at Occoquan Elementary School
Brenda Huber, Youliduzi Niyazi, and Gloria Xie
George Mason University
Instructional Design EDIT 705
Dr. Kevin Clark
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Table of Contents
Problem Identification .................................................................................................................. 4
Table A ........................................................................................................................................... 5
Aim ................................................................................................................................................. 6
Brainstorming Goals ..................................................................................................................... 6
Refined Goals ................................................................................................................................ 7
Final Goals ..................................................................................................................................... 8
Audience Definition ...................................................................................................................... 9
General Characteristics ................................................................................................................ 9
Specific Characteristics ................................................................................................................ 9
Prior ESL Training And Attitudes Toward Training ............................................................. 10
Motivations And Preferences For Learning And Course Content ........................................ 10
Contextual Analysis .................................................................................................................... 11
Orienting Context ....................................................................................................................... 11
Instructional Context .................................................................................................................. 13
Transfer Context ......................................................................................................................... 13
Task Analysis ............................................................................................................................... 14
When Planning A Lesson ........................................................................................................... 14
When Introducing A Lesson ...................................................................................................... 15
Comprehensible Input ................................................................................................................ 15
Strategies ...................................................................................................................................... 15
Interaction ................................................................................................................................... 16
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Practice/Application ................................................................................................................... 16
Lesson Delivery ........................................................................................................................... 16
Review/Assessment ..................................................................................................................... 17
Workshop Outline ....................................................................................................................... 18
Week 1, Module 1 (Mandatory Workshop) .............................................................................. 18
Week 1, On-Line Discussion Homework .................................................................................. 19
Week 2, Module 2 (Recommended Workshop) ........................................................................ 19
Week 2, On-Line Discussion Homework .................................................................................. 19
Week 3, Module 3 (Recommended Workshop) ........................................................................ 19
Week 3, On-Line Discussion Homework .................................................................................. 20
Week 4, Module 4 (Recommended Workshop) ........................................................................ 20
Week 4, On-Line Discussion Homework .................................................................................. 21
Objectives And Instructional Strategies ................................................................................... 21
Workshop 1 ................................................................................................................................. 21
Objective 1 ................................................................................................................................ 21
Objective 2 ................................................................................................................................ 22
Objective 3 ................................................................................................................................ 22
Objective 4 ................................................................................................................................ 22
Workshop 2 ................................................................................................................................. 23
Objective 5 ................................................................................................................................ 23
Objective 6 ................................................................................................................................ 23
Objective 7 ................................................................................................................................ 24
Workshop 3 ................................................................................................................................. 24
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Objective 8 ................................................................................................................................ 24
Objective 9 ................................................................................................................................ 25
Objective 10 .............................................................................................................................. 25
Objective 11 .............................................................................................................................. 26
Workshop 4 ................................................................................................................................. 26
Objective 12 .............................................................................................................................. 26
Objective 13 .............................................................................................................................. 26
Objective 14 .............................................................................................................................. 27
Objective 15 .............................................................................................................................. 27
Objective 16 .............................................................................................................................. 28
Pre-Instructional Strategy (Advance Organizer) .................................................................... 28
Sequencing Content (World Related Sequencing) ................................................................... 29
Evaluation .................................................................................................................................... 30
Formative Evaluations ................................................................................................................ 30
Summative Evaluations .............................................................................................................. 31
Confirmative Evaluations .......................................................................................................... 32
Appendix A .................................................................................................................................. 34
Appendix B .................................................................................................................................. 38
Appendix C .................................................................................................................................. 39
Appendix D .................................................................................................................................. 40
References .................................................................................................................................... 41
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Effective ESL Strategies for Math
Problem Identification
In Virginia, English as a Second Language (ESL) students are expected to learn grade
level mathematics and demonstrate their learning on end-of-year Standards of Learning (SOLs)
mathematics tests. However, due to learning mathematics in another language than what is
spoken in their homes, ESL students often have difficulty accessing and retaining the
mathematics knowledge and achieving at same level as native English-speaking students. The
ESL students’ difficulty is reflected in math SOL scores for students at Occoquan Elementary
School, Woodbridge, Va., in Table A (Virginia Department of Education, 2014). For ESL
students to access mathematics instruction at the same level as native language speakers of
English, they require scaffold instruction and specialized learning activities that many classroom
teachers are not trained to provide. In 2014, according to the school’s registration database
records, the ESL student population at Occoquan Elementary was about 270 students. The ESL
enrollment figure fluctuates because of frequent student transfers.
In addition, the U.S. Department of Justice (DoJ) has signed an agreement with Prince
William County Schools (PWCS) to ensure equal access to education for ESL students. Per the
agreement (U.S. Department of Justice, 2013), general educational teachers are required to be
trained in effective EL (English learner) instructional techniques to ensure ESL students access
to their learning. Both new and experienced teachers are required to receive 60 hours of training
to learn EL instructional techniques. Also, the DoJ agreement requires that teachers to be
monitored to ensure that they are implementing EL instructional techniques in their classrooms.
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Table A Math Standards of Learning scores at Occoquan Elementary School
Grade 3
2011-2012 2012-2013 2013-2014
All Students 89 62 73
White 95 -- 100
ESL 85 55 60
Grade 4
2011-2012 2012-2013 2013-2014
All Students 68 73 93
White -- 93 --
ESL 67 63 89
Grade 5
2011-2012 2012-2013 2013-2014
All Students 77 71 66
White 75 -- 90
ESL 100 74 54
-- Not statistically significant
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Based on the gap in ESL and general education student scores on recent Math SOL tests
and the requirements of the DoJ agreement, it is clear that there is a training need for classroom
teachers at Occoquan Elementary School. The opportunities for training include the following:
better teacher knowledge of EL instructional techniques; more consistent implementation of EL
instructional techniques in math instruction; and better understanding of the specialized
instructional needs of ESL students.
Aim
Increased math scores on end of year SOL math tests by ESL students compared to
previous years through consistent implementation of effective EL instructional techniques in
mathematics. We propose the creation of a program to provide classroom teachers in the SOL
grades (grades 3-5) with targeted instruction and practice in using EL techniques that are
important to ESL student learning but not necessarily addressed fully during professional
development offered by PWCS.
Brainstorming Goals
Together, our group consisted of an ESOL teacher and two adult ESL students. We
brainstormed a list of actions or activities teachers have done that have made learning English
easier or more difficult for ESL students. We used this list to determine our goals for effective
strategies for math instruction.
• Teachers talk too fast.
• Don’t write things down on the board.
• Give too many instructions at one time,
• Correct me too often, which lower my confidence.
• Didn’t give me enough encouragement when I tried to speak English.
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• Not a good listener, interrupting me before I was finished with my idea.
• Learners need to feel respected.
• Students need time to practice speaking in different situations.
• Didn’t give me immediate feedback on my mistakes in a respectful way.
• Positive feedback is important.
• Activities like drama, role-playing, recitations, poetry, song, and skits are of high interest
to students and can motivate them to practice.
• On-line practice websites like Rosetta Stone and Tell Me More are good because students
can listen, the website will correct their speech for them.
• It helped to learn new vocabulary when we could learn it in context, in sentence, in a
story, in a song, or when watching at TV show or a movie.
• Encourage students to make mistakes so they will keep trying to use English.
• Teachers need to encourage students to ask questions.
• Students need to feel relaxed in order to express themselves in English.
Refined Goals
Based on Morrison, Ross, Kalman, and Kemp’s (2013) recommendation, we organized
the goals, putting similar ideas together and ranking them by their importance to ESL students.
• Teachers need to speak slower.
• Teachers need to repeat important information.
• Teachers need to write important information on the board clearly.
• Teachers need to give positive and immediate feedback.
• Students need multiple, varied opportunities to practice their new vocabulary.
• Students need to learn English language in context.
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• Teachers need to give students plenty of time to think and answer without interruption.
• Teachers need to give instructions in a limited amount, based on students’ proficiency.
• Teachers need to encourage students to ask questions.
• Teachers need to pace lessons so students are not confused and stressed.
• Teachers need to create a relaxed environment for learning.
We further refined the list and re-ranked the goals.
1. Teachers need to speak slower and repeat important information.
2. Students need to learn English language and vocabulary in context.
3. Students need multiple, varied opportunities to practice using new vocabulary.
4. Students need interactive opportunities to practice the language.
5. Students need immediate, positive feedback.
6. Students need to see and hear new vocabulary in order to understand it better.
Final Goals
From those six goals, we selected four goal statements that we determined to be the most
important to ESL students when learning math. Our final ranking is as follows.
1. Speak at an appropriate pace for ESL students.
2. Visually support speech using charts, displays, and audio-visual equipment.
3. Scaffold vocabulary and concept instruction during math.
4. Provide students with structured opportunities to use math vocabulary in speaking,
reading, and writing.
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Audience Definition General Characteristics
The primary audience for this training program is the 12 classroom teachers in grades 3-5
at Occoquan Elementary School. The secondary audience is the school’s math specialist and the
school’s two Special Education teachers. The teachers ranged in experience from less than one
year to more than 20 years. Most of the audience had more than five years of teaching
experience. We gathered this information and more using an on-line survey through Survey
Monkey. Of the 12 teachers surveyed, five responded. The survey questions and their responses
are displayed in Appendix A. We used teacher responses to make decisions about the format,
timing, and duration of training sessions.
Specific Characteristics
Experience and education: The majority of teachers have earned a master’s degree. The
survey respondent group was equally divided by their level of teaching experience that one-half
of the teachers reported having from 0-3 years of experience. The other one-half reported having
between 4 years to more than 20 years of teaching experience. As a prerequisite to being hired
by PWCS, all the teachers in the target audience passed the Praxis I and II teaching exams and
possess current Virginia teacher’s licenses. None of the group is working toward an additional
ESOL teaching certification. The teachers are also experienced with integrating Microsoft
Office programs, document cameras, LCD projectors, SMART Boards, and on-line resources
into their instructional presentations.
Experience with other languages and cultures: The majority of teachers in the group
have explored and experienced other cultures through family, travel and educational programs.
However, only one respondent reported being fluent in a language other than English.
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Prior ESL Training And Attitudes Toward Training
We knew our instructional outcomes would be affected by the amount and type of
training the classroom teachers had already completed and their attitudes toward receiving more
training.
Prior knowledge: All of the teachers in the target audience have received some training in
EL techniques through professional development opportunities offered by PWCS. These have
included half or full-day classes held off-site or short, on-site workshops held during common
planning time. Two have completed the Sheltered Instructional Observation Protocol (SIOP)
graduate classes offered on-line though PWCS.
Attitudes about teaching math to ESL students: The majority of survey respondents said
they think that some teaching modifications are necessary for teaching math to ESL students. A
few of them reported that they think there was no difference in teaching math to ESL and general
education students.
Self-evaluation of teaching effectiveness: Three surveys respondent expressed the opinion
that they effectively teach math to their ESL students. One teacher admitted that she is not sure
about how to teach math to ESL students.
Motivations And Preferences For Learning And Course Content
It was important to consider teacher preferences for the timing of the training due to their
lack of flexibility due to the structured school day and their frequent need to work before and
after school hours.
Motivation: Three of the five teachers reported being very interested in this training. The
other two reported being “interested, but not enthusiastic about it,” in the on-line survey.
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Preferences: Four respondents noted a preference for receiving training during their 45-
minute common planning period. One teacher preferred to that the training be held before
school. Two teachers asked that the training be held after school. The majority of respondents
preferred to learn with other SOL-grade level teachers. The choice of learning with all the
teachers at the school was rejected by all but one respondent, the others stating a preference to
learn with the teachers in their own grade level.
Contextual Analysis Orienting Context
Teachers’ goals: To be effective, the content of the instruction must meet teachers’
professional and personal needs. Teachers want to learn effective ways to teach math
vocabulary, concepts, problem-solving strategies and algorithms to their ESL students. They are
also motivated by the desire to increase their students’ test scores on the math SOL in order to
receive a high score on their professional evaluation. The teachers also want to increase their
personal efficacy and satisfaction with work. Training is also an opportunity for teachers to
demonstrate their expertise by sharing instructional resources and strategies with each other. It is
important to the teachers that the training will provide them with strategies that can be applied
immediately in their classrooms.
Teachers’ perceived utility of the instruction: Most English-only teachers have
difficulties in communicating with and teaching ESL students, especially the newcomers to the
United States who have little knowledge of English and are unfamiliar with American algorithms
and math applications. Most of survey respondents were not fluent in another language and did
not have a second language learning experience. Many of the teachers who responded to the
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survey felt that they were effective in teaching math to ESL students. However, 20 percent were
not as confident about their effectiveness.
In addition, all PWCS students in grades 3-5 are required to take the Math SOL exams,
regardless of their proficiency with the English language. As part of the No Child Left Behind
Act (2002), schools must report the percentage of ESL students who take and pass the end of
year assessments. Schools must meet Annual Measurable Objectives for ESL students, students
with disabilities, and other subgroups of students. Teachers at Occoquan need effective strategies
to help their ESL students score well on the Math SOL because of the emphasis that is placed on
ESL student achievement by the school division and the federal government.
Teachers’ perception of accountability: Teachers know that 40 percent of their end of
year professional evaluation is based on student performance on the SOLs and other summative
assessments. Low scores by ESL students in their classes will have an impact on their
professional rating. They also know that the school’s principals use a detailed checklist
(Appendix B) to look for evidence of culturally-responsive teaching practices during formal and
informal teacher observations. If they can provide clear evidence of meeting ESL student
language needs during math instruction, the principals will be able to note on a form that can be
viewed by DoJ representatives. As part of the DoJ agreement, teachers are required to record
their progress toward completion of EL training requirements on a PWCS website and that
information is reviewed by both the principals and DoJ representatives.
Based on feedback from our peers about teachers who have taken the SIOP class, we
have chosen to make only the first workshop will be mandatory because it covers content not
fully addressed in SIOP. The other three workshops will be recommended. Principals at PWCS
schools are evaluated based on student performance on SOL tests, and subgroup scores have a
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large impact on school ratings, awards, and bonuses. In addition, PWCS school principals are
evaluated on how closely they comply with all aspects of the DoJ agreement.
Instructional Context
The first workshop will be held in the school’s computer lab because of the need for
several computers with headsets and microphones, an LCD projector, speakers, and a SMART
Board. The other workshops will be held in the school’s library because of the central location,
large tables, SMART Board, and space to move around during activities. We originally planned
on two workshops, but based on peer feedback about time allotted to accomplish all of our
objectives, we decided to divide the content into four workshops. The training will take place
over four consecutive weeks, alternating between face-to-face workshops during grade-level
planning periods and on-line follow-up sessions, which can be completed independently. The
face-to-face training designed to be completed in 40 minutes that the time is available to the
teachers after they drop their students off at specials. The on-line follow up sessions are designed
to take 10 minutes to complete but can last longer if teachers engage in an on-line dialogue with
each other. The teachers will be able to access the on-line discussion using their school-supplied
laptops or home computers via the Internet.
Transfer Context
Teachers are likely to implement the strategies taught if they have an easy application or
materials are readily available to plan with and use during instruction. Our peers recommended
that we make our instructional materials and resources available on-line after the workshops.
They reported that teachers are more likely to use materials if they are easily available on-line
and that teachers benefit from follow-up support of their learning. To meet these teacher needs,
the materials and resources used in the training will be applicable in the classroom. Instructional
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materials will be based on the math unit teachers are currently working on, or will be working on
in the immediate future. Lesson-plans, visual aids, and on-line resources will complement the
PWCS math curriculum. The use of actual lesson plans, personal selection of strategy use goals,
follow-up discussions, and resource sharing will facilitate the consistent application of new
strategies in the math classroom.
Task Analysis
We used the SIOP lesson plan checklist developed by Echevarria, Vogt, and Short (2012)
to list the tasks and decisions a teacher must make when preparing a mathematics lesson for ESL
students.
When Planning A Lesson
1. Write content objectives for students based on PWCS math standards.
2. Write language objectives for students based on type of language used during the lesson,
key vocabulary and phrases.
3. Chose content concepts appropriate for student language proficiency, plan for
differentiation based on students’ language proficiency.
4. Identify supplemental materials list audio-visuals, manipulative worksheets, games,
Foldables ™ (Zike, 1999), etc.)
5. Adapt content to meet student proficiency needs (plan for read aloud, videos, partner
work, scaffolding assignments, etc.)
6. Plan meaningful activities that integrate lesson concepts with language practice
opportunities for the four skills. (Interactive writing, partner work, games, journaling,
group assignments, etc.)
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When Introducing A Lesson
1. Explicitly link concepts to students’ backgrounds and experiences (What do they already
know? What is a connection they can make to their lives?)
2. Explicitly link past learning and new concepts (How does it build on what they know?
What can they use to solve these problems?)
Comprehensible Input
1. Emphasize key vocabulary (use student glossaries, word walls, pictures, diagrams,
graphic organizers, look for cognates)
2. Use speech appropriate for students’ proficiency level (speak clearly, repeat when
necessary, keep directions one-two steps)
3. Explain academic tasks clearly (use a diagram, write on the board, provide work through
examples)
Strategies
1. Use a variety of techniques to make concept concepts clear (use visuals, manipulative,
SMART board, document camera, student participation)
2. Provide opportunities for students to use learning strategies (encourage more than one
strategy to solve problem. Link to reading strategies: prediction, find main idea and
details, beginning-middle-end, visualize, cause and effect, etc.)
3. Use scaffolding techniques consistently
4. Use a variety of question types to promote higher order thinking (get beyond factual
recall, work on comprehension, analysis, synthesis, evaluation, etc.)
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Interaction
1. Provide frequent opportunities for interactions and discussions between teacher/student
and among students (turn and talk, compare answers, partner work, etc.)
2. Use group configurations that support language and content objectives of the lesson
(work in pairs, groups of 3 or 4, teams, whole group on the carpet, etc.)
3. Allow for sufficient wait time (count to 10)
4. Give students the opportunity to clarify key concepts in heritage language as needed.
(Language partner, Google translate, Spanish glossary in back of book, bilingual
dictionary)
Practice/Application
1. Provide hands on materials or manipulatives (Base 10 blocks, cubes, dry erase boards,
dry erase charts, model clocks, plastic money, measuring tools, 3-D shapes, etc.)
2. Provide activities for students to apply content and language knowledge (real life
problem solving situations with groups, explain thinking to partner, write your thinking)
3. Provide activities that integrate all language skills (reading, writing, speaking, and
listening) (journals, posters, reports, chants, songs, poems, sentence frames, cloze
sentences, turn and talks, etc.)
Lesson Delivery
1. Support content objectively clearly (Do your students know what they are supposed to
achieve today?)
2. Support language objectives clearly (Are students using the language in speech and
writing?)
3. Engage students approximately 90-100% of the time (you talk less, students talk more)
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4. Pace lesson appropriately to students’ ability level. (Are you going too fast? Are you
leaving some students behind? Check for understanding/completion before moving on.)
Review/Assessment
1. Give a comprehensive review of vocabulary (Return to student glossary, anchor charts,
word wall, etc.)
2. Give comprehensive review of key content concepts (Today we learned….)
3. Provide feedback to students regularly on their output (language, content, work) (restate
their ideas in correct form, have them read their writing to you, etc.)
4. Conduct assessments of student comprehension and learning on all lesson objectives
(informal formative assessments) (what did you learn today? Tell your partner two
vocabulary words, etc.)
During the workshops, the teachers will focus on strategies to meet the needs of the ESL
students they have targeted as the most in need of assistance in their classes. The goal of the
training is for them to develop actual lesson plans and test study guides that incorporate the
strategies to be used in their classrooms. To assist teachers in their implementation of the
strategies, workshop participants will be asked to set personal goals for consistently
implementing the strategies. The on-line discussions will provide them with the opportunity to
reflect on their progress toward their goals. Also during the on-line discussion, the teachers can
receive constructive ideas and support from other teachers taking the course as well as resources
they might want to use in future lessons.
Feedback gained from the on-line discussions can serve as formative information for the
development of expanded sessions. Data gathered from principal’s observation checklists,
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teacher on-line reflections, ESL student surveys, and math test scores, when compared to the
previous years’, will serve as measures of strategy implementation and success.
Teachers will work with actual lesson plans based on state and county math standards for
their grade level. To facilitate strategy use in the future, training materials will be available on-
line for access at school and at home. Teachers will be encouraged to add their own materials to
the resource bank to be shared school-wide.
Workshop Outline Week 1, Module 1 (Mandatory Workshop)
I. Who is your targeted ESL student(s)?
a. What is their English language proficiency?
b. What are their WIDA scores for listening, speaking, reading, and writing?
c. What are their ESL goals for the quarter in listening, speaking, reading, and
writing?
d. What are their test scores on previous unit tests, assessments, etc.?
II. Targeted ESL students need Comprehensible Input (Krashen and Terrell, 1983),
a. What is Comprehensible Input?
b. Instructor’s speech must be comprehensible for target students
c. What is a comprehensible rate of speech for ESL students?
d. Demonstration of too-fast vs. comprehensible rate of speech for ESL students to
comprehend.
e. Compare own speed of speech to target rate (Audacity practice)
f. Learn self-monitoring techniques
g. Learn ways to solicit feedback from students (red, yellow, green)
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h. Set goal for adjusting rate of speech in contract
Week 1, On-Line Discussion Homework
I. On-line discussion on Google forum
a. Teachers share reflections on meeting rate-of-speech goal.
b. Make peer recommendations
c. Share resources for rate-of-speech modifications
Week 2, Module 2 (Recommended Workshop)
I. ESL students need visual support for your speech
a. How can you use SMART Board so ESL student can read what he/she is hearing?
b. How can you use the document camera so ESL student can read what he/she is
hearing?
c. How can you use anchor charts/ word walls so ESL student can read what you are
saying?
d. Modify lesson plan to include visual supports to speech for target students.
e. Set goal for increased visual support of speech.
Week 2, On-Line Discussion Homework
I. On-line discussion on Google forum
a. Teachers share reflections on meeting visual support of speech goal.
b. Make peer recommendations.
c. Share resources for visual support of speech goal
Week 3, Module 3 (Recommended Workshop)
I. Targeted ESL students need to learn the language of math.
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a. New vocabulary must be scaffolded to create comprehensible input for targeted
students.
b. Why and how to pre-teach vocabulary to targeted ESL students.
c. Activities: Foldables ™ with pictures/diagrams, interactive notebooks
d. Why and how to visually/tactile support of vocabulary development.
e. What activities can you think of that would use realia, demonstrations /
manipulatives/charts/visuals/word walls that would reinforce targeted ESL
students’ vocabulary use and comprehension?
f. Modify a lesson plan with vocabulary scaffolds appropriate for targeted students
g. Set vocabulary scaffold goal.
Week 3, On-Line Discussion Homework
I. On-line discussion on Google forum.
a. Teachers share reflections on meeting vocabulary scaffold goal.
b. Make peer recommendations
c. Share resources for vocabulary scaffolds
Week 4, Module 4 (Recommended Workshop)
I. Targeted ESL students need opportunities to apply new vocabulary
a. Sentence frames/cloze sentences scaffold oral and written language for ESL
students.
i. What are sentence frames/cloze sentences?
ii. How to use sentence frames in lesson with targeted students and entire
class.
iii. How to write your own sentence frames using math text book.
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iv. Modification of unit test study guide to include sentence frames
b. Turn-and-talk scaffolds use of math vocabulary in speech.
i. Why use turn-and-talk with targeted ESL students and entire class?
ii. How to scaffold turn-and-talk discussions to make them most effective.
iii. How to modify a lesson plan to include turn-and-talk times.
iv. Set goal for incorporating turn-and-talk into own lesson plans.
Week 4, On-Line Discussion Homework
I. On-line discussion on Google forum
a. Teachers share reflections on meeting sentence frame/cloze sentence goal.
b. Teachers share reflections on meeting turn-and-talk goal.
c. Make peer recommendations
d. Share resources for turn-and-talk, and sentence frame/cloze sentences
Objectives And Instructional Strategies
While the majority of the objectives we chose involved cognitive tasks, we did select a
psychomotor objective for teachers to both feel and hear how it sounds when they speak at a rate
appropriate for their targeted students.
Workshop 1
Objective 1
After completing this program, the teacher will know their target ESL students’ English
language proficiency and math levels. (Principle-Comprehension)
Initial Presentation: Instructor will demonstrate how to locate information on WIDA
reports to identify a student’s English language proficiency in listening, speaking, reading, and
writing as well as what they can be expected to accomplish linguistically in those areas.
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Generative Strategy: After the presentation, teachers will use WIDA and math data to
complete a form about a targeted student that outlines their language proficiency and math
strengths and weaknesses.
Objective 2
After completing this training, the teachers’ speech will know what it feels likes and
sounds like to speak at a rate comprehensible to their targeted ESL student. (Procedure-
Application)
Initial presentation: Instructor will use PowerPoint presentation and demonstration of
inappropriate and appropriate rates of speech during math instruction using videos.
Generative strategy: The teacher will create an audio file of a familiar speech at a rate of
approximately 120 words per minute using Audacity software, a computer, and headphones with
microphone attachment.
Objective 3
After completing this training, the teachers will set a personal goal for using feedback
from students to regulate their rate of speech during math instruction. (Procedure-evaluation)
Initial presentation: Demonstration of a different ways to solicit feedback from students
on teacher’s speaking rate during instruction and how to complete a personal learning contract.
Generative strategy: The teacher will select at least one method to solicit feedback from
students and set goals for implementing the comprehensible input strategy and feedback method
for the upcoming week.
Objective 4
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After completing this training program, the teachers will reflect on their progress toward
meeting their strategy use goal and participate in discussions to share ideas and resources to
support that goal. (Procedure-evaluation)
Initial presentation: Instructor will demonstrate how to locate and interact with Google
forum on-line discussion site.
Generative strategies: Teachers will log onto the Google forum site and review the
questions posed and the resources listed.
Workshop 2
Objective 5
After the completion of this training program, teachers will effectively use visual support
for their speech during math instruction. (Procedure-Application)
Initial presentation: Instructor will use a PowerPoint presentation and a demonstration of
instruction with and without visual support of speech to demonstrate the increase in
comprehension.
Generative strategies: Teachers will discuss and share ideas for opportunities for them to
use their document cameras, SMART Boards, anchor charts and word walls to increase the
visual support of their speech.
Assessment: Teachers will use color coded markers to add ideas to group posters listing
ideas for visually supporting speech using document cameras, SMART boards, anchor charts,
and word walls.
Objective 6
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After completion of this training program, teachers will modify a model lesson plan to
include more visual support of speech during instruction and will set a personal goal to visually
support speech during math instruction. (Procedure-Application)
Initial presentation: Instructor will share model lesson plan and invite teachers to identify
occasions when it is best for their students that teacher speech is supported.
Generative strategy: Teachers will modify a model lesson plan to include at least two
occasions where they will use visuals to support their speech to create comprehensible input for
their students. (Procedure-Application)
Assessment: Copies of modified lesson plans.
Objective 7
After completing this training program, the teachers will reflect on their progress toward
meeting their strategy use goal and participate in discussions to share ideas and resources to
support that goal. (Procedure-Evaluation)
Initial presentation: Instructor will demonstrate how to locate and interact with Google
forum on-line discussion site.
Generative strategies: Teachers will log onto the Google forum site and review the
questions posed and the resources listed.
Workshop 3
Objective 8
After completing this training program, teachers will use effective strategies to pre-teach
math vocabulary to ESL students. (Procedure-Application)
25 EFFECTIVE ESL STRATEGIES FOR MATH
Initial presentation: Instructor with use PowerPoint presentation and an examples of
effective ways to scaffold math vocabulary for ESL students and make it comprehensible by
linking it to their prior learning.
Generative strategy: Teachers will explore and create samples of Foldables ™, interactive
math journals, student picture glossaries and practice linking new vocabulary to students’ prior
learning or knowledge.
Objective 9
After completing this training program, teachers will use effective strategies to use
visuals and manipulatives to support vocabulary development. (Procedure-Application)
Initial presentation: Demonstration of structured activities that use realia, manipulatives,
charts, etc. that reinforce the use of math vocabulary by ESL students in speaking, listening,
reading, and writing.
Generative strategy: Teachers will explore and practice structured activities that reinforce
ESL student use of new vocabulary.
Objective 10
After completion of this training program, teachers will modify a model lesson plan to
include at least one structured vocabulary activity and will set a personal goal to support ESL
students’ vocabulary development during math instruction. (Procedure-Application)
Initial presentation: Instructor will display a model lesson plan and will demonstrate how
to include a hands-on activity that would require students to talk with each other and use new
math vocabulary.
26 EFFECTIVE ESL STRATEGIES FOR MATH
Generative strategy: Teachers will discuss possible hands-on activities that would require
students to interact with each other and use new math vocabulary, select one and modify a
sample lesson plan from an upcoming unit to include their choice.
Objective 11
After completing this training program, the teachers will reflect on their progress toward
meeting their strategy use goal and participate in discussions to share ideas and resources to
support that goal. (Procedure-Evaluation)
Initial presentation: Instructor will demonstrate how to locate and interact with Google
forum on-line discussion site.
Generative strategies: Teachers will log onto the Google forum site and review the
questions posed and the resources listed.
Workshop 4
Objective 12
After completing this training program, teachers will effectively use cloze sentence or
sentence frames to scaffold math vocabulary for target ESL students. (Procedure-Application)
Initial presentation: Instructor will use PowerPoint to describe cloze sentences and
sentence frame use during math instruction. Instructor will demonstrate how to use math
textbook to write cloze sentences/sentence frames to scaffold math vocabulary for a lesson.
Generative strategy: Teachers will use key information from math textbook to write
cloze sentences or sentence frames to use with students during an upcoming math lesson.
Objective 13
27 EFFECTIVE ESL STRATEGIES FOR MATH
After completing this training program, teachers will effectively use sentence frames in a
test study guide to support the use of math vocabulary for target ESL students. (Procedure-
Application)
Initial presentation: Instructor will use PowerPoint to demonstrate how ESL students can
use sentence frames to scaffold their vocabulary on open-ended math problems on a unit test
study guide.
Generative strategy: Working as a group, teachers will write sentence frames to provide
scaffolding for target ESL students on an open-ended question on a sample unit test study guide.
Objective 14
After completing this training program, teachers will effectively use the turn-and-talk
discussion strategy to scaffold the oral use of math vocabulary by their ESL students.
(Procedure-Application)
Initial presentation: Instructor will demonstrate how to structure effective turn-and-talk
sessions by providing an oral sentence starter, reading from a sentence frame, and stipulating
which vocabulary words must be used when explaining mathematical thinking.
Generative strategy: Working in a group, the teachers will each take turns role playing,
directing a pair of teachers to discuss their mathematical learning using sentence starters, to read
from sentence frames, or requiring them to use certain vocabulary words during their discussion.
They will then ask one partner to retell what the other partner said.
Objective 15
After completion of this training program, teachers will modify a model lesson plan to
include at least one turn-and-talk session and will set a personal goal to support their ESL
28 EFFECTIVE ESL STRATEGIES FOR MATH
students’ vocabulary development through turn-and-talk during math instruction. (Procedure-
Application)
Initial presentation: Instructor will display a model lesson plan and will demonstrate how
to include a turn-and-talk session that would require students to discuss their math learning with
a partner and use new math vocabulary.
Generative strategy: Teachers will review model lesson plan, select new vocabulary
words and phrases, and determine which parts of the lesson would be most appropriate for
planning a turn-and-talk session and modify the lesson plan from an upcoming unit to include
their choices.
Objective 16
After completing this training program, the teachers will reflect on their progress toward
meeting their strategy use goal and participate in discussions to share ideas and resources to
support that goal. (Procedure-Evaluation)
Initial presentation: Instructor will demonstrate how to locate and interact with Google
forum on-line discussion site.
Generative strategies: Teachers will log onto the Google forum site and review the
questions posed and the resources listed.
Pre-Instructional Strategy (Advance Organizer)
The instruction will be built around the learning needs of a target ESOL student in each
teacher’s class. Teachers will be introduced to the content through a series of constructivist
activities that will allow teachers to discover and explore new learning and share with each other.
This method was chosen because of the differences in teaching experience among the group and
the valuable prior knowledge each teacher brings to the workshop. Teachers will be asked to
29 EFFECTIVE ESL STRATEGIES FOR MATH
practice activities that will assist and enhance the mathematical learning of their targeted ESL
students. They will also be asked to modify example lesson plans and set strategy use goals to
facilitate the immediate transfer of knowledge to their classroom. On-line follow-up sessions are
designed to provide support to teachers in the strategy implementation and easy access to
materials used in the workshops or by other teachers in their classrooms. Pretesting was not
chosen as a strategy because it would require self-measurement of strategy use and the data
would not be valid. Attitudinal measures were gathered during the learning analysis phase with a
teacher survey.
Behavioral, cognitive and affective objectives were chosen as strategies because of the
complex activities required when teaching. Teachers must be aware of students’ needs, plan in
advance for them, perform instructional and assessment tasks as planned, and reflect on the
effectiveness of their instruction on student learning. The pressure from federal government and
administrative oversight creates an intense sense of self-motivation for teachers to perform at
high levels at Occoquan Elementary school. The explicit statement of purpose will not be
necessary as a strategy. However, the strategies of providing teachers with a clear list of
objectives and offering activities that are immediately applicable to their classroom will be
necessary to comply with adult learning theory.
Sequencing Content (World Related Sequencing)
The temporal sequence of instruction reflects how a classroom teacher would prepare and
present a math lesson. The sequence of the workshops begins with determining the students’
needs, exploring different ways to implement a strategy, and planning when to implement the
strategy during the lesson. Reflection after a lesson is an essential part of effective teaching, and
30 EFFECTIVE ESL STRATEGIES FOR MATH
each workshop also requires teachers to set a goal and reflect on their attainment of the goal in
their own classroom.
Evaluation Formative Evaluations
Content objectives, course content, and training outcomes will be evaluated during the
instructional design phase. The formative assessment will be conducted in two parts: During the
design phase and after the first workshop.
During the design phase: Evaluations were conducted in the forms of interviews and peer
reviews. During the goal setting phase of the process, interviews with adult ESL students helped
to determine which teaching strategies and materials were needed to meet the needs of ESL
students in math classrooms. Prior to workshop implementation, a group of ESL teachers at
Occoquan will review the materials and activities to provide feedback on effectiveness of the
instructional approach and the course content. In addition, retired classroom teachers will
participate in a pilot course to provide feedback on content, assessments, and time allotted for
completion. Retired teachers were chosen because they are perceived as more objective and are
expected to be less retrospective in expressing their opinions, and the target audience of active
teachers at the school is so small.
After the first workshop: Teacher reflections in the on-line discussion will give us insight
into the functionality of the Google forum and will allow us to adjust the format of the forum to
better elicit teacher comments or facilitate their sharing of resources.
31 EFFECTIVE ESL STRATEGIES FOR MATH
Summative Evaluations
Summative assessments are used to evaluate student learning, skill acquisition, and
academic achievement at the conclusion of a defined instructional period. The evaluation will be
conducted in two parts: during each workshop and after the completion of all four workshops.
During Workshop 1: Teachers will assess their rate of speech on a 3 points scale (with 1
being too slow, 2 being just right, and 3 being too fast), and practice giving instruction at a
comprehensible rate using Audacity recording and playback software. Teachers will set a goal
for self-monitoring their speech during math instruction on a daily basis in a personal learning
contract. Teachers will identify two ways to seek input from their students regarding rate of
speech.
During Workshop 2: Teachers will list at least three ways to use SMART Board,
document camera, anchor charts, and realia to visually support speech during a Carousel activity
(Guillaume, Yopp, & Yopp, 2007). Colored markers will identify each teacher’s response on
labeled posters hung around room. Teachers will modify a model lesson plan to include two
occurrences of visually supported speech to students during one lesson. Teachers will set a goal
to visually support speech two or more times during math instruction in a personal learning
contract.
During Workshop 3: Using a 3-2-1 writing activity (Guillaume, 2007), teachers will list
at least two methods of pre-teaching vocabulary with scaffolding and two or more ways to utilize
concrete or visual models in math instruction. Teachers will modify a model lesson plan to
include one method of pre-teaching vocabulary in a single lesson. Teachers will set a goal for
using at least one activity that scaffolds math vocabulary during math instruction in their
personal learning contract.
32 EFFECTIVE ESL STRATEGIES FOR MATH
During workshop 4: Teachers will write two sentence frames and cloze sentences based
on an upcoming math unit using student math textbook as guide. Teachers will modify one
question of an upcoming unit test study guide to include two sentence frames appropriate for the
task required. Teachers will modify a lesson plan to include at least one time during a math
lesson that would be appropriate for turn-and-talk. Teachers will set a goal for incorporating
turn-and-talk time daily during math instruction in each lesson in their personal learning contract.
Teachers will set a goal to incorporate turn-and-talk into their daily math lesson plans in a
personal learning contract.
After completion of all workshops: On-line teacher reflections will give us insight into the
use of ESL strategies in math classrooms. School principals will also note evidence of individual
teachers implementing the taught strategies during math instruction during informal and formal
teacher observations on their checklists. In addition, teachers will be asked to complete the
Prince William County class evaluation survey on-line to measure the effectiveness of the
training and solicit suggestions for improvements (Appendix C).
Confirmative Evaluations
Confirmative evaluations will be conducted several months after the workshops have
been completed to measure the long-term impact of the workshop training. To provide for
triangulation of data, three evaluations will be conducted. The first evaluation will be the
comparison of student test scores from end-of-unit math tests and quarterly benchmark
assessments to students’ scores from the previous years to measure the impact of the workshop
training on student learning. To measure the application of strategy use in the classroom we will
survey a group of ESL students from the participating teachers’ classrooms and ask them to rate
the frequency of their teachers’ use of strategies during math. (Appendix D). To get another
33 EFFECTIVE ESL STRATEGIES FOR MATH
measure of strategy use, we will ask the principals to share their checklist reports on ESL
strategy use in math classrooms.
34 EFFECTIVE ESL STRATEGIES FOR MATH
Appendix A Teacher Survey Results
35 EFFECTIVE ESL STRATEGIES FOR MATH
36 EFFECTIVE ESL STRATEGIES FOR MATH
37 EFFECTIVE ESL STRATEGIES FOR MATH
38 EFFECTIVE ESL STRATEGIES FOR MATH
Appendix B Principal’s Checklist
39 EFFECTIVE ESL STRATEGIES FOR MATH
Appendix C PWCS Course Evaluation Survey
1. I am certified in ESL.
2. My level of knowledge on how to design effective learning experiences for ELs has increased.
3. I will be able to implement EL instructional techniques.
4. My level of knowledge about EL instructional techniques based on each student's English language proficiency level has increased.
5. My learning will have a positive impact on student learning in my classroom.
6. Overall, this professional learning opportunity met expected outcomes.
7. How will you use the content presented in this learning opportunity to enhance instructional practice for ELs?
8. What topics from this professional learning opportunity should be expanded in future presentations or workshops?
9. What recommendations do you have for future professional learning?
Submit
40 EFFECTIVE ESL STRATEGIES FOR MATH
Appendix D Student Survey
During math, my teacher:
Speaks slowly so I can understand him or her. always most of the time sometimes never
Teaches me vocabulary I will need for the lesson. always most of the
time sometimes never
Writes important information on the board or shows me she is saying on the SMART Board, or an anchor chart, word wall, or other poster.
always most of the time sometimes never
Let’s me use cubes, place value charts, Base 10 blocks, number lines and other math tools to help me learn math concepts.
always most of the time sometimes never
Makes sure I get a chance to use math vocabulary when I talk with a partner during math class.
always most of the time sometimes never
Makes sure I write using my math vocabulary. always most of the time sometimes never
Uses sentence starters or fill in the blank sentences to help me explain my mathematical thinking when I write.
always most of the time sometimes never
41 EFFECTIVE ESL STRATEGIES FOR MATH
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