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Use Discourse to Access Language and Mathematics for English Learners
The document is a webinar presentation by Dr. Susie W. Håkansson, focusing on using discourse to enhance mathematics learning for English learners. It discusses the importance of productive and receptive language functions in mathematics education and offers strategies for increasing classroom discourse. The session promotes equitable access to high-quality mathematics education and highlights best practices for supporting English learners through rigorous and cognitively demanding tasks.
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Use Discourse to Access Language and Mathematics for English Learners
- 1. Use Discourse toAccess Language and Mathematics for English Learners Monday, February 13, 2017 Join the Blended Learning community: http://www.edweb.net/blended Presented by: Dr. Susie W. Håkansson Mathematics Education Consultant and Immediate Past-President, TODOS: Mathematics for ALL
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- 3. Please join thefree community! Blended Learning: Extending Classes Online Invitations to upcoming webinars Access to recordings of past webinars Online discussion forums A CE certificate for each quiz you take Use this link to join the community: www.edweb.net/blended You’ll receive the following benefits:
- 4. If you loggedin live with your email address: Your certificate will be emailed to you the next business day. If you joined by phone or if you’re watching this as a recording: Take the CE quiz located in the Webinar Archives. To get your CE Certificate: Thanks for Attending This Webinar! Presented by edWeb.net ___________________________________________________________________________ Name All requirements for this in-service program have been completed. Number of clock hours completed: 1 CERTIFICATE OF COMPLETION You’ll receive a certificate for this webinar within 24 hours! edWeb.net is a free professional social and learning network. edWeb.TV is a premium subscription service from edWeb. To take the CE quiz: Join the community at www.edweb.net/blended You’ll find a CE quiz in the Webinar Archives
- 5. Dr. Susie W.Håkansson is Immediate Past-President of TODOS: Mathematics for ALL. She taught high school mathematics, served as a faculty advisor for pre-service students, was a lecturer in the UCLA Department of Mathematics, and has over 30 years of experience providing professional development to PreK-16 mathematics teachers. She was the executive director of the California Mathematics Project (CMP) and a site director prior to that, collaborating with others to design and implement institutes, workshop series, and school site programs for teachers, administrators, parents, and students, particularly programs that focus on providing access to high quality and rigorous mathematics for ALL students, particularly English learners. Dr. Håkansson has been a monitor and evaluator on Improving Teacher Quality and NSF Grants. She is a recipient of the TODOS 2013 Iris M. Carl Leadership and Equity Award, the California Mathematics Council 2009 Walter Denham Memorial Award, and a UCLA 2009 Distinguished Teaching Award.
- 6. Use Discourse toAccess Language and Mathematics for English Learners By Susie W. Håkansson, Ph.D. Immediate Past-President, TODOS: Mathematics for ALL Mathematics Education Consultant February 13, 2017
- 8. Description This session willprovide the following: Rationale for using discourse in the classroom Role of productive and receptive language functions in the learning of mathematics Examples of how to increase discourse in the classroom.
- 9. Outline Challenges inLearning English Using Discourse Language in the Mathematics Classroom High Cognitive Demand Mathematics Tasks Examples of Discourse in the Classroom Equity and Excellence
- 10. Challenges in Learning English Access to the English language Access to the language of mathematics Access to the mathematics content Expectations Self-efficacy Opportunity gap
- 11. Why Is EnglishSo Hard?
- 12. Why Is EnglishSo Hard? Upon seeing the tear in the painting, I shed a tear.
- 13. Why Is EnglishSo Hard? Upon seeing the tear in the painting, I shed a tear. After a number of injections, my jaw got number.
- 14. Why Is EnglishSo Hard? Upon seeing the tear in the painting, I shed a tear. After a number of injections, my jaw got number. A minute is a minute part of a day.
- 15. Why Is EnglishSo Hard? Upon seeing the tear in the painting, I shed a tear. After a number of injections, my jaw got number. A minute is a minute part of a day. The soldier decided to desert his dessert in the desert.
- 16. Why Is EnglishSo Hard? They were too close to the door to close it.
- 17. Why Is EnglishSo Hard? They were too close to the door to close it. I did not object to the object.
- 18. Why Is EnglishSo Hard? They were too close to the door to close it. I did not object to the object. We must polish the Polish furniture.
- 19. Why Is EnglishSo Hard? They were too close to the door to close it. I did not object to the object. We must polish the Polish furniture. The farm was used to produce produce.
- 20. Why Is EnglishSo Hard? They were too close to the door to close it. I did not object to the object. We must polish the Polish furniture. The farm was used to produce produce. The bandage was wound around the wound.
- 21. Why Is EnglishSo Hard? There is no egg in eggplant and no ham in hamburger. How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? Did you say thirty or thirteen? Did you say two hundred or two hundredths.
- 22. “Even” Social register The flooris even (smooth/liso) The picture is even with the window (leveled/nivelado) Sleep provides even rhythm in our breathing (regular/uniforme) The dog has an even temperament (calm/calmado) If we share equally, we will be even (balance/igual) I looked sick and felt even worse (comparative/aún) So simple, even a child could do it (comparative/incluso)
- 23. “Even” Social register Got even Tobe even Even out Break even Not even Even-steven
- 24. “Even” Mathematics register Number: evennumbers (e.g., 2, 4, 36, 58) Number: even amounts (e.g., even amounts of flour and sugar) Measurement: exact amount (an even pound) Function: even function (e.g., y = 5x2 – 3; y = cos x)
- 26. Teachers learn toamplify and enrich—rather than simplify—the language of the classroom, giving students more opportunities to learn the concepts involved. Aída Walqui, Teacher Quality Initiative
- 27. Using Discourse ReceptiveLanguage Functions Listening Reading
- 28. Using Discourse ProductiveLanguage Functions Speaking Writing
- 29. Mathematical Practices MP2: Reasonabstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others.
- 30. MP2: Reason Abstractlyand Quantitatively Receptive Language Functions Comprehend the meaning of a problem situation and its relevant quantities as presented through multiple representations Comprehend other’s talk about the relevant and irrelevant quantities in the problem situation Coordinate written texts and multiple representations
- 31. Communicate (orally andin writing) about concepts, procedures, strategies, claims, arguments, and other information related to abstract and quantitative reason: Explain reasoning as it relates to problem situation, Create, label, describe, and defend coherent representations of the problem situation at hand Ask questions to contextualize the problem situation or the quantities of the problem MP2: Reason Abstractly and Quantitatively Productive Language Functions
- 32. Comprehend oral andwritten concepts, procedures, or strategies used in arguments and reasoning, including Questions and critiques using words or other representations Explanations offered using words or other representations by others (peers or teachers) Explanations offered by written texts using words or other representations MP3: Construct and Critique Receptive Language Functions
- 33. Communicate (orally andin writing) using words about concepts, procedures, strategies, claims, arguments, and other information related to constructing arguments and critique reasoning: Provide written or verbal explanation of an argument Justify conclusions and respond to counterarguments Recognize and use counterexamples Respond to questions by amplifying explanation Respond to critiques Critique or support explanations or designs MP3: Construct and Critique Productive Language Functions
- 34. Language in the MathematicsClassroom
- 35. Language in the MathematicsClassroom Focus on students’ mathematical reasoning, not accuracy in using language.
- 36. Language in the MathematicsClassroom Focus on students’ mathematical reasoning, not accuracy in using language. Shift to a focus on mathematical discourse practices, move away from simplified views of language.
- 37. Language in the MathematicsClassroom Focus on students’ mathematical reasoning, not accuracy in using language. Shift to a focus on mathematical discourse practices, move away from simplified views of language. Recognize and support students to engage with the complexity of language in math classrooms.
- 38. Language in the MathematicsClassroom Focus on students’ mathematical reasoning, not accuracy in using language. Shift to a focus on mathematical discourse practices, move away from simplified views of language. Recognize and support students to engage with the complexity of language in math classrooms. Treat everyday language and experiences as resources, not as obstacles.
- 39. Language in the MathematicsClassroom Focus on students’ mathematical reasoning, not accuracy in using language. Shift to a focus on mathematical discourse practices, move away from simplified views of language. Recognize and support students to engage with the complexity of language in math classrooms. Treat everyday language and experiences as resources, not as obstacles. Uncover the mathematics in what students say and do. Judit Moschkovich
- 40.
- 41. High Cognitive Demand MathematicsTasks Number Line Natural Numbers Fractions Integers
- 44.
- 45. 3 5 ? 0 1 ? ? 53 h) f) i) 35 ? ? 52 j) b) 3 5 ? ? ? 53 h) f) i)
- 48. Discourse in the Classroom Number line Language rich classroom Student questions Video
- 49. Video: Brandon, Chris, andNathan use multiple examples organized systematically
- 50.
- 51. Equity and Excellence Guiding principles Best practices for English learners Quote TODOS: Mathematics for ALL
- 52.
- 53.
- 54. Guiding Principles Challenging mathematicaltasks Linguistically sensitive social environment
- 55. Guiding Principles Challenging mathematicaltasks Linguistically sensitive social environment Support for learning English while learning mathematics.
- 56. Guiding Principles Challenging mathematicaltasks Linguistically sensitive social environment Support for learning English while learning mathematics. Mathematical tools and modeling as resources.
- 57. Guiding Principles Challenging mathematicaltasks Linguistically sensitive social environment Support for learning English while learning mathematics. Mathematical tools and modeling as resources. Cultural and linguistic differences as intellectual resources.
- 58. Best Practices forEnglish Learners Provide high cognitive demand tasks
- 59. Best Practices forEnglish Learners Provide high cognitive demand tasks Scaffold the language by amplifying and enriching the language to access the content
- 60. Best Practices forEnglish Learners Provide high cognitive demand tasks Scaffold the language by amplifying and enriching the language to access the content Expect students to “do” the mathematics
- 61. Best Practices forEnglish Learners Provide high cognitive demand tasks Scaffold the language by amplifying and enriching the language to access the content Expect students to “do” the mathematics Access prior knowledge and build on prior knowledge
- 62. Best Practices forEnglish Learners Provide high cognitive demand tasks Scaffold the language by amplifying and enriching the language to access the content Expect students to “do” the mathematics Access prior knowledge and build on prior knowledge Understand flexibility in ways students respond
- 63. Encourage and expectmathematical talk Best Practices for English Learners
- 64. Encourage and expectmathematical talk Ask students probing questions to clarify and draw out their thinking Best Practices for English Learners
- 65. Encourage and expectmathematical talk Ask students probing questions to clarify and draw out their thinking Have students share and justify their reasoning and process they used to solve the problem Best Practices for English Learners
- 66. Encourage and expectmathematical talk Ask students probing questions to clarify and draw out their thinking Have students share and justify their reasoning and process they used to solve the problem Provide opportunities for students to work individually, pair share, and in small and whole groups Best Practices for English Learners
- 67. Use language asa resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically Best Practices for English Learners
- 68. Use language asa resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically Provide diverse avenues of action and expression Best Practices for English Learners
- 69. Use language asa resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically Provide diverse avenues of action and expression Be aware of multiple meanings of words Best Practices for English Learners
- 70. Use language asa resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically Provide diverse avenues of action and expression Be aware of multiple meanings of words Have students Think, Ink, Pair, Share Best Practices for English Learners
- 71. Use language asa resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically Provide diverse avenues of action and expression Be aware of multiple meanings of words Have students Think, Ink, Pair, Share Increase discourse in the classroom Best Practices for English Learners
- 72. We want toprovide access to ALL students. We also want ALL students to make sense of rigorous, high quality, and high cognitive demand mathematics tasks. We want them to approach the zone of proximal development, not the zone of minimal effort. We want equity AND excellence.
- 73. We want toprovide access to ALL students. We also want ALL students to make sense of rigorous, high quality, and high cognitive demand mathematics tasks. We want them to approach the zone of proximal development, not the zone of minimal effort. We want equity AND excellence. “Equity without excellence is meaningless. Excellence without equity is unjust. We must always ask ourselves, what can we do to incorporate both?”
- 74. The mission ofTODOS: Mathematics for ALL is to advocate for equity and high quality mathematics education for all students—in particular, Latina/o students.
- 75. TODOS Membership JOIN TODOSfor only $25 for a one-year membership, $70 for three years! Read Social Justice Position Statement TODOS Website http://www.todos-math.org
- 76. Resources Framework for ELPDStandards http://www.ccsso.org/Documents/2012/ELPD%20Framework%20 Booklet-Final%20for%20web.pdf Judit Moschkovich http://ell.stanford.edu/papers/practice K-12 SMP in CCSS PLM https://www.mydigitalchalkboard.org/portal/default/Content/Viewer /Content?action=2&scId=306591&sciId=11608 Beyond Good Teaching https://www.nctm.org/store/Products/Beyond-Good-Teaching-- Advancing-Mathematics-Education-for-ELLs/
- 77. Thank You! Susie W.Håkansson, Ph.D. Immediate Past-President TODOS: Mathematics for ALL [email protected] http://www.todos-math.org
- 78. Question & AnswerSession Dr. Susie W. Håkansson Email: [email protected] Follow on Twitter @SusieHakansson Follow Todos on Twitter @todosmath Visit www.todos-math.org
- 79. DreamBox Learning® K–8Math Transformative Learning Experiences available in English & Spanish
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- 81. AssignFocus™ Differentiated assignments forevery student through your Insight Dashboard To accelerate learning, offer remediation, and adjust classroom instruction
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- 83. iNACOL is rightaround the corner… Catch us at @DreamBox_Learn Learn more and see how it works: www.DreamBox.com/request-a-demo Efficacy: Independent Validation from SRI and from CEPR at Harvard University
- 84. We value yourfeedback! Let us know how we’re doing: www.surveymonkey.com/r/GC6ZCM7
- 85. Thank you toour speaker! Dr. Susie W. Håkansson Mathematics Education Consultant and Immediate Past-President, TODOS: Mathematics for ALL
- 86. edWeb would liketo thank www.dreambox.com for sponsoring this webinar!
- 87. If you loggedin live with your email address: Your certificate will be emailed to you the next business day. If you joined by phone or if you’re watching this as a recording: Take the CE quiz located in the Webinar Archives. To get your CE Certificate: Thanks for Attending This Webinar! Presented by edWeb.net ___________________________________________________________________________ Name All requirements for this in-service program have been completed. Number of clock hours completed: 1 CERTIFICATE OF COMPLETION You’ll receive a certificate for this webinar within 24 hours! edWeb.net is a free professional social and learning network. edWeb.TV is a premium subscription service from edWeb. To take the CE quiz: Join the community at www.edweb.net/blended You’ll find a CE quiz in the Webinar Archives
- 88. Join the freecommunity! Blended Learning: Extending Classes Online Invitations to upcoming webinars Access to recordings of past webinars Online discussion forums A CE certificate for each quiz you take www.edweb.net/blended You’ll receive the following benefits: Thank you all for attending!
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