1. Coaching Teachers Who are Teaching Mathematics to English Language Learners

2. 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 / 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

3. 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

4. We = / EDC team / Lawrence Hall of Science team / EDC team / Lawrence Hall of Science team

5. 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 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

6. School Leadership for ELL Mathematics Project Do Math Analyze Student Work Lesson Plan Coach CONTENTCONTENT A L C A A N D G E U M A I G C E

7. Do Math Language Activity Lesson Planning Analysis of Student Work In-school lesson planning Initial student work analysis Coaching Session PD COACHING

8. Our tenets

9. Academic Language Proficiency is developed through sustained content- based instruction “Meld” Literacy and Mathematics ELD MELD English Language Development Mathematics English Language Development

10. Teaching the Language of Mathematics Mathematical knowledge is developed through language, and language abilities can and should be developed through mathematics instruction J. Cummins Mathematical knowledge is developed through language, and language abilities can and should be developed through mathematics instruction J. Cummins Two -way and Reciprocal

11. Planning lessons with dual goals of developing mathematics understanding and academic language will improve ELL’s ability to become proficient in DOING mathematics

12. Creating and delivering multimodal lessons where ELLs are… / Listening / Speaking / Reading / Writing / Viewing / Listening / Speaking / Reading / Writing / Viewing / Developing mathematics vocabulary / Learning the mathematics register / Participating in meaningful mathematical discourse

13. 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 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

14. Dilating Figures From Fostering Geometric Thinking By Mark Driscoll et al. Published by Heinemann From Fostering Geometric Thinking By Mark Driscoll et al. Published by Heinemann

15. Compare and Contrast ∆DEF and ∆ABC How are they alike? How are they different? What stayed the same? What changed? How are they alike? How are they different? What stayed the same? What changed?

16. Doing & Discussing Mathematics / to increase teachers’ content understanding / to increase teachers’ awareness of the need and opportunities to develop students’ academic language / to increase teachers’ content understanding / to increase teachers’ awareness of the need and opportunities to develop students’ academic language

17. How do we focus on academic language?

18. When doing mathematics… / We push teachers to use academic language and experiment with multimodal communication / Creating an experience from which to reflect on the Academic Language development opportunities in the investigation and range of ways students might communicate their thinking. / We push teachers to use academic language and experiment with multimodal communication / Creating an experience from which to reflect on the Academic Language development opportunities in the investigation and range of ways students might communicate their thinking.

19. Some Structures & Strategies / group work to increase math talk / prompting diagramming / drawing / use of manipulatives (e.g., paper folding, cutting paper, applets, stretchers, etc.) / use of / attention to gestures / graphic organizers / model and prompt academic language / group work to increase math talk / prompting diagramming / drawing / use of manipulatives (e.g., paper folding, cutting paper, applets, stretchers, etc.) / use of / attention to gestures / graphic organizers / model and prompt academic language

20. Capturing and Articulating your Process and Reasoning Explain step in WORDS Explain step using PICTURES Explain WHY you took this step

21. A Tool for TEACHERS to think about the language Word Generation Chart

22. Word Generation Chart for Dilations Task WORD Academic Language Meaning Everyday Language Meaning Other Forms of Word Related Words or Phrases Cognate s Examples of how we used word when doing math (list examples, sentences you said, with pictures when helpful Dilation A trans- formation that enlarges or reduces a geometric figure proportionally Enlargement or expansion (e.g. of the pupils) Vertices The points where line segments intersect Similar For polygons: having corresponding angles congruent and corresponding sides in proportion Alike: having the same characteristics

23. Plan lessons with explicit, concrete dual goals of developing mathematics understanding and academic language (which will improve ELLs ability to become proficient in DOING mathematics). Lesson Planning

24. Lesson Planning Template Purpose: to Develop ELL sensitive lesson planning habits of mind

26. Preparing the Learner / What concepts / skills / academic language are useful and necessary for students to be engaged with this task? / How will you activate students’ prior experiences and knowledge? / Where might student get stuck? / What concepts / skills / academic language are useful and necessary for students to be engaged with this task? / How will you activate students’ prior experiences and knowledge? / Where might student get stuck?

27. Setting up the Task / How will you introduce the activity so as not to reduce the demand of the task? / What will you hear (language) or see (gestures, drawings, etc.) that lets you know students understand the task? / How will student work on and complete the task? / How will students record and report their work? / How will you introduce the activity so as not to reduce the demand of the task? / What will you hear (language) or see (gestures, drawings, etc.) that lets you know students understand the task? / How will student work on and complete the task? / How will students record and report their work?

28. Supporting Students’ Exploration / What questions will you ask to uncover, assess, focus and advance student understanding of key mathematical ideas and use of academic language? / What will you see or hear that lets you know students are thinking about key math ideas? / What academic language will you listen for student to use? / What academic language will you model? Prompt? How and when? / What activities / resources will promote reading, writing, visualizing, listening, and speaking about math? / What questions will you ask to uncover, assess, focus and advance student understanding of key mathematical ideas and use of academic language? / What will you see or hear that lets you know students are thinking about key math ideas? / What academic language will you listen for student to use? / What academic language will you model? Prompt? How and when? / What activities / resources will promote reading, writing, visualizing, listening, and speaking about math?

29. Extending Understanding / What math do you want shared and discussed? / What academic language do you want students using? / What questions will you ask to assess and/or advance students understanding? And what is the desired student response? / How will students reflect on what (math and language) and how they have learned? / What math do you want shared and discussed? / What academic language do you want students using? / What questions will you ask to assess and/or advance students understanding? And what is the desired student response? / How will students reflect on what (math and language) and how they have learned?

30. Consider Sample Lesson Plan / what is the math focus? / what is the language focus? / how are ELLs supported throughout this lesson? / what is the math focus? / what is the language focus? / how are ELLs supported throughout this lesson?

31. Coaching Cementing an ELL perspective in the mathematics classroom

32. Coaching Cycle / Pre-lesson conference / Lesson Observation notes / Post-lesson conference / Pre-lesson conference / Lesson Observation notes / Post-lesson conference

33. Analyzing Pre-lesson Conference Video Clip / What are they talking about? / Is the focus on the mathematics and / or academic language? / What was the coach’s intention/goal? / / What are they talking about? / Is the focus on the mathematics and / or academic language? / What was the coach’s intention/goal? /

34. Analyzing Lesson Observation Notes / What did the coach capture? / How can those notes be helpful to the teacher? / Any other reactions/comments? / / What did the coach capture? / How can those notes be helpful to the teacher? / Any other reactions/comments? /

35. Analyzing Post-lesson Conference Video Clip / What was the coach doing? / What was her intention? / How did she facilitate discussion of language issues? / / What was the coach doing? / What was her intention? / How did she facilitate discussion of language issues? /

36. ELL Mathematics Production Framework / Attending to cognitive demand in the mathematical work done by all students, but especially ELLs. / Integrating content and academic language development in classroom instruction. / Creating learning environments that use multimodal mathematical communication -- speaking, presenting, writing, diagramming, etc-- to reinforce the learning of mathematical language. / Attending to cognitive demand in the mathematical work done by all students, but especially ELLs. / Integrating content and academic language development in classroom instruction. / Creating learning environments that use multimodal mathematical communication -- speaking, presenting, writing, diagramming, etc-- to reinforce the learning of mathematical language.

37. “Amplify and Enrich-- rather than simplify the language of the classroom, to give students more opportunities to learn the concepts involved.” - Aida Walqui, Teacher Quality Initiative

38. Some resources / Serpinstitute.org / Language.massey.ac.nz / Schoolsmovingup.net/events/academi cwords / Mdriscoll@edc.org / Gkelemanik@comcast.net / Ha_@berkeley.edu / Serpinstitute.org / Language.massey.ac.nz / Schoolsmovingup.net/events/academi cwords / Mdriscoll@edc.org / Gkelemanik@comcast.net / Ha_@berkeley.edu

39. Fostering Mathematics Success of English Language Learners Mark Driscoll, EDC mdriscoll@edc.org mdriscoll@edc.org Daniel Heck, Horizon Research, Inc. dheck@horizon- research.com dheck@horizon- research.com dheck@horizon- research.com An efficacy study of FGTT among teachers of ELLS Fostering Mathematics Success of English Language Learners Mark Driscoll, EDC mdriscoll@edc.org mdriscoll@edc.org Daniel Heck, Horizon Research, Inc. dheck@horizon- research.com dheck@horizon- research.com dheck@horizon- research.com An efficacy study of FGTT among teachers of ELLS

40. FMSELL Research Questions Does participation in FGTT increase teachers’ geometric content knowledge? What effects does teachers’ participation in FGTT have on their attention to students’ thinking and mathematical communication when teachers analyze student work? What effects does teachers’ participation in FGTT have on instructional practices, especially those known to benefit ELLs? What impact on ELLs’ problem-solving strategies is evident when teachers participate in FGTT? Does participation in FGTT increase teachers’ geometric content knowledge? What effects does teachers’ participation in FGTT have on their attention to students’ thinking and mathematical communication when teachers analyze student work? What effects does teachers’ participation in FGTT have on instructional practices, especially those known to benefit ELLs? What impact on ELLs’ problem-solving strategies is evident when teachers participate in FGTT?

41. We need research sites!!! Please see me afterwards if you think you can convene a group of 6 or more teachers (grades 5-10) interested in helping us research connections between teachers improving their understanding of geometric thinking and their impact on English learners. We need research sites!!! Please see me afterwards if you think you can convene a group of 6 or more teachers (grades 5-10) interested in helping us research connections between teachers improving their understanding of geometric thinking and their impact on English learners.