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Objectives
• Exploring the language demands of mathematics
• Scaffolding learning for ELLs
Game: Salute - What number is on my card?
• Two players collect one card each and without looking at the card put them on their forehead.
• The third player calls out the product of the two cards.
• The two players then call out what card they hold on their forehead by looking at the other player’s cards. (calculating factors of the product)
• The player who calls out first wins those cards. Continue playing till the cards are over.
Thinking groups
Brainstorm some of the language demands of ELLs in learning mathematics.
Strategies for scaffolding learning
Discuss some strategies you have used to scaffold mathematics learning.
Viewing the DVD clips
• Record the strategies to scaffold learning in
the clips.
• What other scaffolds have you used and would recommend?
Group discussion
• In small groups compare and discuss the observation notes you have made.
• Share what other scaffolds you would use or recommend.
Unpacking Mathematics Standards - Geometry
• Create a map and explain to your partner• Give directions to find the treasure• Partner records key words • Swap over• Using the key words from your partner’s
instructions, look at National Standards poster and discuss best fit in relation to the standards.
Cline
Clines are gradients that are used for teaching and learning shades of meaning
Arrange the vocabulary of position and orientation on the cline from everyday
language to academic language
Language of transformation
Use language of transformation to give directions to physically move people
- half or quarter turn- Clockwise / anticlockwise- Compass points
Effective Pedagogy teacher actions promoting student learning
Evidence tells us that students learn best when teachers
• Create a supportive learning environment
• Encourage reflective thought and action
• Enhance the relevance of new learning
• Facilitate shared learning
• Make connections to prior learning and experience
• Provide sufficient opportunities to learn
• Inquire into the teaching-learning relationship
ESOL principles and effective mathematics pedagogy
• Match the strategies of effective mathematics pedagogy with the principles of ESOL.
Term and definition match
Match the terms, definition and pictures
Thoughts from the New Zealand Thoughts from the New Zealand CurriculumCurriculum
Evaluation
Using a post it, please respond to the following
questions:
• What have you learned during this lesson?
• What activities assisted you to learn?
• Which parts are still unclear and what could have
been done better to support your learning?
Think Board
Draw it:
Equipment/ Concrete materials:
Word Story:
Str ategies:
THI NK BOARD
Speaking frame
• I think the answer is… because…• The answer is ... because ...• I solved this problem by ...• The way I solved this problem was• The strategy I used was... and so the answer is…• When I was working out the answer I........
I started by.......
Reflection frame• Most challenging was ..• Today I learned to…• I need to practice…• I enjoyed…• I wonder if…• Most difficult was…• Next step is to…• My goal is…• The fun part was…• I would like to…• I am pleased about…• I discovered…
Student voice
1. What do you think you are learning? [Intended/unintended]
2. Why do you think you are learning this? [Past, relevance, connections, future]
1. How will you know you have learnt it? [Model, example, criteria]2. How has your teacher helped you with your learning about?
3. How do the comments your teacher makes about your learning help you?
4. What other help would you like? What other help do you need?
Fa’afetai lavaVinaka vaka levu
Doh JeDank U WelEvxaristo
Thank you
