Exploring Strategies for the Secondary Level in Mathematics Patricia Latham and Cathie McQueeney September 28, 2006.

Exploring Strategies for the Secondary Level in Mathematics

Patricia Latham and Cathie McQueeney

September 28, 2006

Objectives

• Content Objective: Participants will become familiar with the Teacher’s Guide to Teaching Mathematics for English Language Learners (MELL) and the Sheltered Instruction teaching strategies for working with English language learners.

• Language Objective: Participants will work in small cooperative groups to identify and discuss the Teacher’s Guide to Teaching Mathematics for English Language Learners. Participants will create a bank of effective strategies for English language learners in the mathematics content area.

A Definition forSheltered Instruction

• A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development.

Echevarria, Vogt & Short, 2004

A Definition forSheltered Instruction

• An approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they will need for graduation.

• The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

Echevarria, Vogt & Short, 2004

Building BackgroundCognitive Academic Language Learning

Approach (CALLA) by Anna Uhl Chamot and J. Michael O'Malley

• The goals of CALLA are for students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school.

CALLA's principal objectives are to assist students in —

• valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture;

• learning the content knowledge and the language skills that are most important for their future academic success;

• developing language awareness and critical literacy;

• selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes;

CALLA's principal objectives are to assist students in —

• developing abilities to work successfully with others in a social context;

• learning through hands-on, inquiry-based, and cooperative learning tasks;

• increasing motivation for academic learning and confidence in their ability to be successful in school; and

• evaluating their own learning and planning how to become more effective and independent learners.

Specially Designed Academic Instruction In English (SDAIE)

• The pedagogy surrounding the logic of this practice was based upon linguistic theories laid out by a number of researchers including Dr. Steven Krashen and Dr. James Cummins.

• At the heart of the theory are two major components that impact the S.D.A.I.E. classroom. These are “comprehensible second language input” and a “supportive affective environment.”

Specially Designed Academic Instruction In English (SDAIE)

• The goals of SDAIE:

Sheltered English is an accepted transitional step for students learning English as their second language. It allows them to move forward with academic courses such as mathematics and science while at the same time learning English through the contextual clues provided by the course of study.

Sheltered Instruction Observation Protocol (SIOP)

Echevarria, Vogt and Short

• Prior to 1996 there was no common definition of Sheltered Instruction nor understanding of what constituted an effective lesson.

• In 1996 CREDE funded a project to identify key practices that produced academic results.

• The SIOP 8/30 protocol was developed to support a professional development program.

• SIOP training was developed to support implementation of the SIOP 8/30 Model.

Sheltered Instruction Observation Protocol (SIOP):8 Core Components of the SIOP Model

• Preparation

• Building Background

• Comprehensible Input

• Strategies

• Interaction

• Practice / Application

• Lesson Delivery

• Review / Assessment

TSUS MELL

The Texas State University System Mathematics for English Language Learners (TSUS MELL)

project is a [multiyear] effort, begun in 2004-2005, to develop instructional resources designed to

increase the effectiveness of mathematics instruction for ELL students in K-12 schools.

The project is a partnership between the Texas State University System, its component universities and the

Texas Education Agency.

Project Focus Areas The TSUS MELL project focuses its activities in

five areas:• Identifying and developing instructional tools • Creating professional development • Conducting applied classroom-based research • Extending best practices to university-based

pre-service (teacher training) programs • Guiding policymakers

Why?

• As a group, ELL students consistently score among the lowest of any student group on the Texas K-12 statewide standardized assessment (TAKS).

• Growing evidence suggests that low performance on standardized skills assessments by ELL students has little to do with innate mathematical ability and much to do with cultural differences in the way math concepts are taught in other countries and with linguistic (vocabulary) barriers commonly found among non native English speakers.

• The rationale for the MELL project therefore, is simple:

Improved understanding of how to teach math to ELL students will result in improved student achievement.

Goal of the MELL Project

The project is keyed to identifying the underlying cultural and linguistic causes of poor mathematics performance among Texas K-12 ELL students and to developing practical teaching tools that address those root issues.

TSUS MELL Teachers Guide

• Section 1 - Purpose and Structure of the Teacher’s Guide

• Section 2 - Understanding the ELL in Relation to Learning Mathematics

• Section 3 - Instructional Strategies for Learning Mathematics

• Section 4 - Plan for Teaching the Ten Objectives Covered on the Exit TAKS Test

Other Features Available on the MELL Web Site

http://www.tsusmell.org

• Classroom Practices Framework • Review of the Literature • Summary of Math Professional Development Models • Professional Development Models and Classroom

Practices • TAKS Analysis Tool [under development] • Urgent Professional Development Needs Survey • Teacher's Guide to Meaningful Math ELL Instruction • Quick Start Module

Activity:First Turn, Last Turn

• Each group member will individually read and examine the strategies provided in the MELL guide (pages 10–15) and select 2–3 items. Items could be points of agreement, points of disagreement, provocative statements, interesting facts, or curiosities. (Take 15 minutes.)

• From the reading and discussion, participants will create a bank of effective strategies for ELL students in mathematics.

References• The CALLA Handbook, Implementing the Cognitive

Academic Language Learning Approach (Chapter 10 - CALLA Mathematics). Anna Uhl Chamot and J. Michael O’Malley

• Teacher’s Guide to Teaching Mathematics for English Language Learners. Texas State University System, Mathematics for English Language Learners (TSUS MELL) Project.

• Making Content Comprehensible for English Learners; The SIOP Model. Jana Echevarria, Mary Ellen Vogt and Deborah J. Short