math for ell students workshop 1 facilitators' guide

8/8/2019 Math for ELL Students Workshop 1 Facilitators' Guide

1/92 Copyright 2009 Center for Collaborative Education/Turning Points

FACILITATORS GUIDE

for

WORKSHOP 1


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Teaching HighLevel Mathema2cs to English Language Learners in the

Middle Grades was developed by Turning Points, a project at the

CenterforCollabora;veEduca;oninBoston,MA.This tool ispartof

the Mathema2cs Improvement Toolkit, a project of the Na;onal

Forum to AccelerateMiddle Grades Reform,and was supported bythe U.S. Department of Educa;ons Comprehensive School Reform

Ini;a;ve,grant#S332B060005.Opinionsexpressedarethoseofthe

authorsandarenotnecessarilythoseoftheDepartment.

Copyright 2009 Center for Collaborative Education/Turning Points


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Prepared for

Turning Points

by

Dr. Sara Freedman, Project director

Dr. Dan Lynn Watt, Math consultant



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Table of Contentsurning Points Tool

eaching

igh-Level

athematics

o English Language

earners

the MIddle Grades

Copyright 2009 Center for Collaborative Education/Turning Poin

General Overview of Workshop 1*

Agenda/Suggested Timeline for Workshop 1

Layout of Facilitators Notes for Each Slide

Facilitators Notes for Workshop 1 by slide

* Please readFacilitators Guide Workshop Series: Teaching High-

Level Mathematics to English Language Learnersbefore you read

the guides to the individual workshops. It provides a general

overview of the workshop series, its rationale, logistics, ways to

continue the work, etc.


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Agenda/Suggested Timeline for

Worksho 1SECTION

(Estimated time in

minutes)

(Elapsed time in

minutes and hours)

THEME and SUB ACTIVITIES SLIDES andHANDOUTS

INTRODUCTIONS andWARM UP

30 minutes

30 minutes

Introductions/Creating community of learners/NamesIntroduction to workshop and review ofworkshop agendaSharing prior knowledge(Think/Write/Pair/Share protocol)Introduction to Best Practices and discussionprotocols

The Name activity is optional and should be

used only if people do not know each other

Slides 1-16

Handouts 1-4

CLASSROOM VIDEO#1

20 minutes

50 minutes

Introduction to video example of Englishlanguage learners learning to use a discussionprotocolViewing the videoFollow up discussion about videoUsing Sentence Frames/Pattern Language

Slides 17-23

Handouts 5-7

FRAMINGPRINCIPLES

15 minutes

1 hour 5 minutes

Introducing Framing Principles for the workshopseries

(Pair/Share protocol) using Sentence Framesstrategy)

Slides 24-27

Handouts 8A and 8B

WHO ARE ENGLISHLANGUAGELEARNERS?

25 minutes

1 hour 30 minutes

View demographic statements(Speak/Respond/Question/Respond protocol,followed by sharing)View research findings about schoolexperiences of English language learners(Think/Write/Pair/Share protocol)

Slides 28-32

Handouts 9A and 9B to10A and 10B

CHALLENGESFACING ENGLISHLANGUAGELEARNERS:LANGUAGE

30 minutes

2 hours

Slides 33-38

Handouts 11A and 11B

Challenges facing English languagelearnersRead Handout on The Language ofMathematics(Final Word protocol, followed bysharing)


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Agenda/Suggested Timeline for Workshop 1 (continue

BREAK10 minutes

2 hours 10 minutes

CHALLENGES FACINGENGLISH LANGUAGELEARNERS: THELANGUAGE OFMATHEMATICS

20 minutes

2 hours 30 minutes

Challenges facing English languagelearnersRead Handout on The Language ofMathematics(Final Word protocol, followed bysharing)

Slides 33-38

Handouts 9A and 9Bto 11A and 11B

LUNCH45 minutes

3 hours 15 minutes

CHALLENGES FACINGENGLISH LANGUAGELEARNERS: WORDPROBLEMS

45 minutes

4 hours

Brainstorming linguistic, mathematicaland cultural challenges for Englishlanguage learners in solving a typicalword problem(Numbered Heads protocol)

Read Handout, compare withbrainstorming(Jigsaw and Rounds protocols)

Slides 39-49

Handouts 12 to 14

WORD PROBLEMS:CREATING SUPPORTSFOR ENGLISHLANGUAGE LEARNERS

60 minutes

5 hours

THIS IS THE HEART

OF THE WORKSHOP

Introduction to scaffolding and supportDevelop scaffolding and support ideas,organize to create lesson plans

Reflect on lesson plans in triads;compare with suggestions in handouts,revise lesson plans

Share lesson plans with large group; getfeedback

(Tuning protocol)

Slides 50-66

Handouts 16 to 17

BREAK5 minutes5 hours 5 minutes

CLASSROOM VIDEOS30 minutes5 hours 35 minutes

View and discuss video #2, 3 and 4(Double entry journal)

Slides 67-75

Handouts 18 to 22

ACTION PLANS/DEBRIEF

25 minutes6 hours

Planning for one change in classroom

practice/ reflection at end of workshop

Slides 76-79

Handouts 23-25


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ACTIONSuggestedactions to take

SLIDE 1


Number of slide

TALKING POINTSThis is where you willfind TALKING POINTSto use with each slide.

Picture of slide

Handout for slide

Layout of Facilitators Notes

for Each Slide


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SLIDE 1


ACTIONHave the first slide on the screen toorient participants to the workshopseries. The title slide also introducesparticipants to the students andteachers they will be seeingthroughout the workshop series byshowing photographs of some ofthem in their classrooms.

Personally welcome everyone toworkshop. Ask them to take a copyof the Participants Handouts and aname tag (if everyone does notalready know everyone else).

MATERIALSYou may want to have additionalpaper, pencils, stickies, etc. on thetables. You will also need chartpaper, markers and masking tape.

An LCD projector will allow you toshow the slide show in a largeformat,l which will help participantssee the slides easily. Make sure youhave external speakers so that theentire group can hear the video clips- most computers cannot projectsound well without them.


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SLIDE 2


ACTIONShow the next slide as participantsare getting settled.


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TALKING POINTSWelcome to the workshop TEACHING HIGH-LEVELMATHEMATICS TO ENGLISH LANGUAGE LEARNERS IN THEMIDDLE GRADES.

Please take a packet and a name tag. Write your name on thename tag (if the group is composed of people who do notknow each other).

We will be using best practices for teaching high-levelmathematics to English language learners throughout theworkshop. Each time we introduce a new practice, a boxlabeled BEST PRACTICE will appear on the slide. Heres thefirst one, VISUAL CUES. The slide gives an example of howto use VISUAL CUES and how they help English languagelearners.

Please take a moment or two to look through the packet.

The Packet contains the handouts we will be using in the

workshop. All of the handouts are numbered except for thefirst few.

Whenever we will be using a handout, its number will appearin a box on the top left or right hand corner of the screen.

In addition, all of the protocols and other resources are in anappendix at the end of your packet.

SLIDE 3


ACTIONShow each section of theslide, one at a time.

Allow enough time forparticipants to follow thedirections.

In each slide, you can decideto read the text as it appearson the slide, or you can askone of the participants to readeach section, or you cansimply have participants readthe text silently as it appearsand follow the directions.

The BEST PRACTICE boxappears last.

You may want to giveparticipants a short amount oftime to look through thepacket.


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TALKING POINTS THIS ACTIVITY IS OPTIONALBefore we begin the formal part of the workshop series, let stake a few minutes to learn each others names.

Knowing and correctly pronouncing the names of Englishlanguage learners, and having the teacher and the otherstudents use them correctly, sends the message to theEnglish language learners and the other students that theyare all members of the classroom community and that theirculture is respected and will be part of the classroomenvironment.

Well start by practicing on each other. You may come upwith any strategy you like, starting with small groups andbuilding to larger ones if you like.

The directions are that everyonemust learn everyonesname, either first or last, and how to pronounce it correctlyandeveryone has to prove that they know everyones name -that is, we are checking for understanding.

Now we can take off our name tags, if we want to.

Im going to hand out some scrap paper. Please take aminute and write down any questions you have aboutteaching high-level mathematics to English languagelearners. We will write them down and at the end of theworkshop, look over them and see if we were able to answerthem.

SLIDE 3


ACTION THIS ACTIVITY IS OPTIONALThis activity works if everyone in theworkshop does not know everyonesnames.

Once the names activity is completed,and everyone is able to prove they knoweveryones names, you may want to ask

them what they noticed in doing theactivity - what strategies did people use,how did the group help people who tookmore time, how does it affect the groupwhen everyone knows the name ofeveryone else.

This debriefing models the metacognitivework that is important to do duringlessons: it allows students to name andunderstand their thinking processes, howthey learn, the different strategies people

can use to learn the same material, etc.

The final activity helps participants havea sense of ownership in the workshop.Not all of the questions will be answered,but many of the most important of themwill. You may also mention that theAppendix to the Participants Packet hasa additional information.


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SLIDE 3


TALKING POINTSAs you can see, the tables and chairs are arranged in smallgroups. We will do much of our work in pairs, triads andsmall groups, as well as with the entire group.

Each time we divide up, I will ask you to make sure thatyou are sitting so that every member of your group isequidistant from every other member of the group and that

all members have equal access to all the materials.

We will also need to face forward at different timesthroughout the workshop, either to see the screen orparticipate in whole group activities.

You will probably want to practice setting up these kinds ofconfigurations in your own classrooms, as this seatingpattern is critical to the success of the best instructionalpractices used throughout the workshop series and in theclassrooms you will see in the videos.

It is amazing how such a simple practice - making sure thatall students are equidistant from their partners and haveequal access to all materials - promotes strong and equalparticipation by all students, especially English languagelearners.


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SLIDE 5


ACTIONShow slide.


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SLIDE 6


ACTIONShow slide/read slide.

Add your own commentary and/ormake connections to the questionspeople have raised.

TALKING POINTSThis is the first workshop of a two session series ofworkshops. Each workshop has a particular focus,although each builds on the work we have done in theprevious workshop and in our classrooms in betweenworkshops.

The first workshop presents a general overview of bestpractices in teaching high level mathematics of to a verybroad range of middle grades English language learners.It also analyzes some of the particular challenges thatthese English language learners face in middle gradesmath classrooms.

The second workshop examines what high-levelmathematics in the middle grades means and how toensure that the broad range of English languagelearners are actively engaged in learning mathematicson this level.


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TALKING POINTSThis Venn Diagram represents the research base for theworkshop series. The research derives from two bodies ofresearch1) research on learning high-level math in the middle grades

and2) research in effective ways to teach middle grades English

language learners in the content areas.

The Turning Points tool integrates these two areas into onecoherent whole for math teachers and all other teachers whosupport English language learners in learning mathematicsin the middle grades.

We will be reading excerpts from the Quasar Project inWorkshop 2.

SLIDE 7


ACTIONShow slide/read slide.


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TALKING POINTSAs you already know, we are practicing good instructionalpractices for English language learners throughout theworkshops. We started with our names and thearrangement of the tables and chairs.

We will also be modeling and practicing thinking,speaking, listening and responding protocols throughoutthe workshop series. These protocols are designed to

insure that every English language learner is activelyengaged on a high level throughout every lesson.

Giving clear DIRECTIONS is another important skill, andcritical to providing access to English language learnersto high-level math. The workshop provides models youcan use in your classrooms. There is also a handout in theParticipants Packet that guides you in writing and givingdirections to English language learners.

The first protocol we will use is THINK, WRITE, PAIR (orGROUP), SHARE. Many of you may already be using this

in your own lessons.

It can be used throughout a lesson. It is a quick and easyway to get students thinking and comfortable sharing theirthoughts with others. Like all protocols, it is important tobe exact in giving the directions so that every studentparticipates actively.

SLIDE 8


ACTIONGive participants enough timeto complete each part of theprotocol - think, write, pair andshare.


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SLIDE 9


ACTIONShow slide/read slide one section at atime.

It takes some people quite a while tostart, encourage everyone to do somewriting, a key metacognitive strategy inhighly effective math classrooms.

Take a minute to write down your response onHandout 1-3B.

TALKING POINTSThe first protocol we will use is THINK, WRITE, PAIR (orGROUP), SHARE. Many of you may already be using thisin your own lessons.

You will also recognize that we are accessing our priorknowledge in this activity, as well as adding a challenge inhow you will convey that knowledge to a partner.


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TALKING POINTS(Once participants have finished WRITE work)

Now you get to convey the same information in a differentmedium.

Take a few moments to write, draw, act out - whatever- whatyou wrote down using Handout 1-3C.

SLIDE 10



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SLIDE 1



Give people a minute or two to find apartner and share their responses toeach other.

Tell them how much time they have forthis activity and remind them half waythrough to make sure they have time totake turns.

TALKING POINTS(Show and read PAIR bullet.)As your partner is speaking, listen for somethinginteresting or important you hear him or her say.


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TALKING POINTSTake a moment to reflect on what you learned in doing thisexercise, using Handout 1-4. This is a metacognitivestrategy - thinking about our thinking.

SLIDE 1



Ask participants to share one idea, inrounds. Give them the option to say Ipass but encourage everyone toparticipate.


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SLIDE 1




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TALKING POINTS

Please think about this question individually and write

yourself a few notes that answer the question. There

are no right or wrong answers; this is your own opinion

or speculation.

When you have finished, share your answer with a

partner by reading them your response; then listening

to theirs.

We will share some of our responses with the entire

group when you are finished talking to your pair.

SLIDE 15



Allow a good amount of time for peopleto complete each part of THINK/WRITE/PAIR/SHARE.

Be alert for responses that place theblame on the students or assume that1) it is the responsibility of the Englishlanguage learners to make the learningsituation work for them or 2) that theyare too shy or uncomfortable speakingEnglish to actively participate. Theseresponses place the attention on thelearner; the workshop helps teachersmove towards support thattheycanprovide to English language learners sothat they can actively participatethroughout every lesson.


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SLIDE 16




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SLIDE 18



Be alert to the tendency among someparticipants to critique the teacher.Focus participants attention on thepositive actions the teacher takes asthey answer the questions on their

handouts.

This is true for the students as well; theymake mistakes in speaking but they aregamely trying out a strategyfor the veryfirst time.


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SLIDE 19



TALKING POINTSThe chart on the right was prepared by the teacherin the video.


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SLIDE 20



You may want to emphasize that this isjust a short excerpt from the class. Thestudents had already studied themathematical concept; this lessonfocused on introducing the idea of using

sentence frames and pattern languageto support their thinking and to help themparticipate in the lesson.

TALKING POINTSHandout 1-5 shows the problem thestudents were working on.


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SLIDE 21



Give participants time to findHandout 1-6.


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SLIDE 22



Handout 1-7 contains the transcriptfor the video. You may want to giveparticipants time to read itafter theyhave listened to the video, and whilethey are writing in their double entry

journal.

You may also want to play theexcerpt twice; once for people just towatch and listen, the second time totake notes.


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SLIDE 23




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SLIDE 24



TALKING POINTSHere are the principles that guided the development ofthe tool. We will read them one at a time and thendiscuss our own response to them.


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SLIDE 25



Participants may want to read their owncopies while the slides appear.

Some of these principles may appear aschallenges to the thinking of a number of

workshop participants. The protocol thatwill follow encourages participants toshare their own points of view withoutencouraging them to debate them witheach other or the workshop.

The emphasis is on helping everyoneconsider different perspectives bysharing their thinking with others.

The workshop itself gives participants achance to put these principles intopractice and use them with their ownstudents.


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SLIDE 26




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TALKING POINTS

SLIDE 27



Modeling is an essential teaching strategy in teachingEnglish language learners and is the first step insupporting students in learning complex tasks and in-depth understanding.

Ill model by using a sentence frame to start my responseI have chosen the principle...

Could someone ask me a question, using the sentencestem? Then Ill answer their question.


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SLIDE 29



TALKING POINTSBefore we talk to partners, lets make sure we canfollow the protocol at the bottom of the page.

Would any pair like to model it for us?


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SLIDE 30




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TALKING POINTSHere are some other facts about English language learners.

SLIDE 31


ACTIONShow slide/read slide one section ata time.


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SLIDE 32


ACTION

Show slide/read slide one section at atime.

Give participants time to follow all theparts of the protocol.


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SLIDE 33



TALKING POINTSWe are now going to begin a set of activities in which wewill first consider some of the challenges Englishlanguage learners face in working on word problems.

Then we will create some short lesson plans that willsupport them in successfully working on them.


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SLIDE 34


ACTIONShow slide/read slide one section at a

time.

The reading will take several minutes.and people will finish at different times.Encourage people to feel comfortablewith these differences. What would theyask students to do if they finish early, ifthey notice that most people havefinished and the havent?

TALKING POINTSThis reading gives a broad view of some of thelinguistic and cultural challenges facing Englishlanguage learners in the math classroom.


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TALKING POINTSHere are the three questions we will be answering about thisproblem.

SLIDE 41




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TALKING POINTSThis slide shows a template that will help you organize youranswers and allow you to refer to them easily.

Providing a template is another best practice, as long as itleaves the answers open ended and does not give step bystep directions that lower the cognitive demand for thestudents.

SLIDE 42



Give people ample time to fill out thetemplate. Encourage them to use allof the slots, and let them know thatthey will have a chance to share theirresponses with others.


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TALKING POINTSThis is another way of setting up the classroom to make iteasy for all students to participate, as well as ensure thatstudents stay focused on the mathematical concept of thelesson.

This time we will get into groups of four. Make sure everyoneis equidistant from everyone else and that everyone can seeand hear everyone easily.

This activity will allow us to build on each others responsesso that we have strong and thorough responses to eachquestion. None of us has all the answers but each groupmay come up with many good ones.

SLIDE 43




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TALKING POINTSWe are now going to use an assessment strategy, one thathelps all students become better at understanding aquestion and explaining their reasoning.

SLIDE 44




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TALKING POINTSWe are now going use the same exercise for the two otherquestions.

SLIDE 45



You may want to do these activities ina large group after you have done thefirst question in smaller groups. Seewhat works best for your group asyou balance real understanding with

maintaining the interest of the group.


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SLIDE 46




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SLIDE 48




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TALKING POINTSNow that we have developed our own responses, here is alist that was created by the developers of the workshop.Well have a chance to compare our list with theirs.

SLIDE 49


ACTIONShow slide/read slide one section at a

time.

Divide the large group into three groups;or in a way that each Handout is read bya different group.

Make sure everyone has time to readtheir section carefully.


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SLIDE 49 continued

ACTIONAt the end of this process, remindparticipants about Numbered Heads.Have people count off by threes or fourswithin their groups. Tell them to makesure that everyone is an expert on thesection they read. They will representtheir group.

Call on all the #1s, etc and ask each #1to share our their groups response.


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TALKING POINTSWe now shift from the analytic work to the creative work.

We will be creating lesson plans that ensure that Englishlanguage learners successfully solve andare able to explainhow they solved the word problem we just dissected.

SLIDE 50


ACTIONShow slide/read slide one sectionat a time.

This is in many ways the heart ofthe workshop.

Have a copy of the word problemon chart paper written large

enough so that everyone can seeit easily.


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SLIDE 54



TALKING POINTSWe will use these three lessons to guide us inplanning the lessons.

But first, we will work on what kind of supportswill best help English language learners.


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SLIDE 54



Have a copy of the problem on a chartpaper large enough that everyone canread it easily.


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SLIDE 55



Have four different colored stickes ready.It is helpful to prepare a poster with eachcolor stickie labeled in terms of the typeof scaffolding it represents.

Give participants time to think up ideasand write them down.

It is not critical that they get the categoryof support right; its best to encouragethem to think of a range that would helpEnglish language learners with theparticular problem we are considering.


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TALKING POINTSNow we start planning our lessons, in groups of three.

SLIDE 57




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TALKING POINTSThis is what each groups lesson will look like, or possiblylook like, when we finish this part of the lesson planning..

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TALKING POINTSThese are some questions you can ask each other, in yourgroups, as you critically look at the lesson plan you haveplanned at this stage of its development.

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SLIDE 60




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TALKING POINTSNow lets look at some additional ideas, or ones similar tothose you have already developed.

SLIDE 61




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TALKING POINTSNow you are going to prepare to share your lesson plan withthe group as a whole. This is the kind of exercise that we willbe doing throughout the year - working together to developsolid lessons that use best practices to teach high-levelmathematics to English language learners.

SLIDE 62




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TALKING POINTSTake your time to give focused, specific and usefulfeedback. The quality of our feedback will reflect on ourability as a group to develop truly effective lessons sothat English language learners learn high-levelmathematics.


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SLIDE 66


ACTIONShow slide/read slide one section at atime

Give people plenty of time to write theirresponses and share them with apartner.


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TALKING POINTSThis is the final section of Workshop 1.

We will be looking at teachers and students as they begin touse the strategies we have practiced in the workshop.

SLIDE 67




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SLIDE 68



Remind participants that our job is not tocritique the students or teachers but toobserve and give objective feedback onhow they tackle these challenges.


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ACTION

Show slide/read slide.


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SLIDE 75


ACTION

Show slide/read slide one section at atime.


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TALKING POINTSThis is what it all leads up to - how do we take the ideas ofthis workshop, our own expertise and commitment, andcontinue to improve our work with English language learnersand with all students.

The Handout lists all of the strategies we have used in theworkshop. You may also want to look back at the FramingPrinciples of the Workshop to help guide your work.

SLIDE 76




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Let participants know exactly how thework of the workshop will be carried onbetween this workshop and the nextone..

Tell them the time and place of the nextworkshop and what they need to do toprepare for it.

Thank them for coming and working hard


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SLIDE 79

math for ell students workshop 1 facilitators' guide

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