Driscoll_TDG09_Coaching_ELLsinMind

Driscoll_TDG09_Coaching_ELLsinMind -...

Info iconThis preview shows pages 1–16. Sign up to view the full content.

View Full Document Right Arrow Icon
Coaching Teachers Who are Teaching Mathematics to  English Language Learners
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Session Summary Briefly describe our work with coaches Have you experience it and reflect on it, by… Doing a mathematics problem together Discussing language issues Sharing lesson planning tools  Sharing coaching process: Tools Artifacts Video Close
Background image of page 2
Our work In New York City with teams of middle school mathematics and ELL teachers and coaches—through the NYC Office of English Language Learners
Background image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
We = EDC  team  Lawrence Hall of Science  team
Background image of page 4
Back Stories Or, What is a monolingual Irish guy from Boston  doing up here? History of leadership training History of pd designs focused on understanding  student thinking History of equity work
Background image of page 5

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
School Leadership for ELL Mathematics Project Do Math Analyze Student Work Lesson Plan Coach C O N T E N T A L C A A N D G E U M A I G C E
Background image of page 6
Do Math Language Activity Lesson Planning Analysis of Student Work In-school lesson planning Initial student work analysis Coaching Session PD COACHING
Background image of page 7

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Our tenets
Background image of page 8
Academic Language Proficiency is developed through  sustained content-based instruction “Meld” Literacy and Mathematics ELD MELD English Language Development Mathematics English Language Development
Background image of page 9

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Teaching the Language of Mathematics Mathematical knowledge is developed through language,  and language abilities can and should be developed  through mathematics instruction J. Cummins Two -way and Reciprocal
Background image of page 10
Planning lessons with dual goals of developing  mathematics understanding and academic  language will improve ELL’s ability to  become proficient in DOING mathematics
Background image of page 11

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Creating and delivering multimodal lessons  where ELLs are…  Listening  Speaking  Reading  Writing  Viewing Developing mathematics vocabulary Learning the mathematics register Participating in meaningful  mathematical discourse
Background image of page 12
 A bit of mathematics Purposes: 1. Illustrate the kinds of tasks in which we engage  teachers and which form the basis for the lessons they  develop 2. To build a context for the coaching discussion we will  have today
Background image of page 13

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Dilating Figures From  Fostering Geometric Thinking By Mark Driscoll et al. Published by Heinemann
Background image of page 14
Compare and Contrast  ∆DEF and ∆ABC  How are they alike?
Background image of page 15

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 16
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 11/11/2011 for the course MATH 110 taught by Professor Staff during the Winter '08 term at BYU.

Page1 / 41

Driscoll_TDG09_Coaching_ELLsinMind -...

This preview shows document pages 1 - 16. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online