PRINCIPLES OF ESOL

1. Mathematics and Statistics Leaders SymposiumSeptember 2011Waipuna Conference Centre Mathematics Inquiry for English Language LearnersVanitha Govini v.govini@auckland.ac.nzAnuja Singh anuja.singh@auckland.ac.nz

2. PRINCIPLES OF ESOL

4. Purpose of our session • To understand the role of leadership in supporting teachers of ELL with language demands of mathematics curriculum • To identify successful strategies that teachers can use to scaffold learning for ELLs

5. Who are our ELLs ? • ESOL funded students from migrant, refugee or NZ born backgrounds • International fee paying students • Previously funded ESOL students • Students from homes where a language other than English is spoken • Students transitioning from kura to English medium learning environments • Students with specific identified language learning needs What is the population make up of ELLs in your school?

6. Statistical background ESOL funded students - 32,079 Ethnic groups - 163 Countries - 164 Languages - 115. The majority of these students attend school in Auckland.

7. As Leaders of Learning, what current practices are you using to ensure you school is equipped to raise ELL achievement furthers?

8. 2010 ERO evaluation of NZC Principles in schools

9. Viewing DVD clips • Record the strategies to your teachers could use to scaffold learning. • What other DATS would these students need in order to be successful in the task?

10. Effective Pedagogyteacher 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

11. Identifying achievement for ELL What assessment practices are you currently using to identify ELL learning needs in mathematics?

12. Oral assessment GloSS has the potential to be an effective form of assessment as it is a 1-1 interview allowing for close observation of the student, but it is heavily language saturated. To assist with the text there are illustrations and the teacher reads the text, but for the student to understand the text they need to be operating successfully beyond BICS.

13. GloSS H Task 4

14. GloSS H Task 4 First question presented in text form How many houses are in each row? How many rows are there? How many houses are there altogether?

15. GloSS H Task 5

16. GloSS H Task 5 You have 16 monarch caterpillars. Here are sixteen caterpillars. One quarter of the caterpillars go on each leaf of the swan plant. How many caterpillars are on each leaf?

17. Assessment consideration Is there a need to scaffold ELL learners before assessing in Mathematics?

18. Strategies to elicit student ELL • Draw • Some words in their language too (translating) • Use visuals • Breaking the learning down • Making learning relevant / Using context to relate to their experiences • Use speaking frames • Add more -

19. Evaluation • What deliberate acts of Facilitation would you take from this workshop to support your teachers who teach ELL? • What has empowered you to feel more confident enhancing learning for ELL?

20. The culture of the child can not enter the classroom if it has not entered the consciousness of the teacher Basil Bernstein

21. PRINCIPLES OF ESOL

22. Access Mathematics leaders Symposium resources and links online http://teamsolutions.wikispaces.com