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America’s Got Words: Raising the Level of Content Knowledge through Academic Vocabulary-- the TASEL-M Challenge. Ellen Duffy Janet Bryson June Campbell Karen Delaney. NCSM, 2008. TASEL-M: Teachers Assisting Students to Excel in Learning Mathematics.
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America’s Got Words:Raising the Level of Content Knowledgethrough Academic Vocabulary-- the TASEL-M Challenge Ellen Duffy Janet Bryson June Campbell Karen Delaney NCSM, 2008
TASEL-M: Teachers Assisting Students to Excel in Learning Mathematics An NSF funded grant through Cal State University, Fullerton and Orange County Department of Education to aid four underperforming high schools and their feeder middle and continuation high schools. • Paradigm:Support Teachers to Focus on Learning as informed by Data
Program Goals and Objectives • Close the gap • Increase enrollment in advanced math courses • Collaborate using data • Increase pedagogical content knowledge
TASEL-M: Teachers Assisting Students to Excel in Learning Mathematics • Elements: • Cognitive Coaching on Best Practice • Teacher Collaboration (PLC) • Enhance Pedagogical Content Knowledge
Who is the Target Audience? 130 mathematics teachers 9,787 high school students 6,536 middle school/junior high school students 67% Hispanic Students 14% Asian 10% White (not Hispanic) 51% English Learners 65% Free and Reduced Lunch Prepared by Orange County Department of Education - Dr. Dianne DeMille
CAHSEE Grade 10 English Learners (51%)Involved With Teachers in TASEL-M Over 4 Years +32.5 percentage points 62% 60% 56% 46% +19.0 percentage points 35.1% 33% Key California Orange County TM Districts All TM School s 29.5% 27.0% Prepared by Orange County Department of Education - Dr. Dianne DeMille
Upper Level Mathematics Enrollment Hispanic Students in TASEL-M Prepared by Orange County Department of Education - Dr. Dianne DeMille
Early EL Professional Development • Sessions: Whiteboard training, vocabulary development, content classes, bilingual experience, questioning strategies, manipulative training • Support: Teacher observations, coaching conversations • Obstacles: Limited participation, short amount of time after school, limited application to content, limited accountability for implementation
Lessons Learned • Participation is essential • Implementation needs teacher ownership and accountability • Faithful replication requires support • Application to timely content Less is More!
A B What have you tried at your site, and what lessons have you learned? • At your tables determine who will be shoulder-partner A and shoulder-partner B • A shares first for 1 minute • B shares second for 1 minute • Be prepared to share your partner’s ideas. At my site we learned… At my site…..
Share out… If your partner had an interesting insight, please share their thought. Hey- you have great insight!
All students should have access to rigorous curriculum. EL students have the opportunity to • Do the math • Interact with one another • Make their learning public • Rehearse the academic language “Talking and writing about mathematics improves the depth of learning and recall.” David Sousa 2008
Current Revised Model to Implement SDAIE Strategies: Four stations for multiple access points to teach and reinforce a particular standard • Academic Language Development • Multiple Intelligence • Checking for Understanding • Student Self-Reflection
Why this model worked… • Structured with products in mind • Teachers lead the discussion & creation • Facilitates teacher creativity and ownership • Research based strategies • Time bound task during professional development • Embedded in timely content • Accessible, wide range of examples to chose from • Make it public- accountability to the group • Group evaluation/refinement of products after implementation • Process used repeatedly throughout the year
Station #1:Academic Language Development • Levels of Word Knowledge • Advance Organizer • Frayer Model • Math Graffiti • Content Conversation • Practice for Points • Compare and Contrast “Students need structured opportunities to develop the understanding to know and to use academic language.” Robert Marzano, 2004
Looks Like Write an equation of a line through 2 points: (4,5) and (-2,9) Looks Like Write an equation of a line through (-2,5) with slope = -3. Looks Like Write an equation of the line with slope = 4 and y-intercept = -1. Looks Like Write the equation … that fits the table. ADVANCE ORGANIZER Standard 7.0: Students are able to derive linear equations by using the point-slope formula. Writing an Equation For a Line What information do they give me?
Frayer Model Characteristics Definition (in own words) • Cross multiply and solve • Cancel vertically/horizontally • NEVER cancel diagonally across an = • write word rate first • Direct variation problems Ratio = ratio PROPORTIONS Examples Non-examples
Content Conversation Concept: Problem #___1__ Problem #___2_
Practice for Points Topic: ____________________________________ #1 #2 Points earned:_______ Points earned: _________ Summary Statement:
Compare and Contrast Standard:______________________________________________________ Similarities between concepts: Differences between concepts with regards to:
Table Share: Take a minute and write the benefits, one per post-it note, of students using Content Conversation. I want to hear what he thinks! One benefit is…..
Station #2:Multiple Intelligences • Total Physical Response (TPR) • Math Songs • Graphic Organizers “Amazingly, the part of the brain that processes movement is the same part of the brain that processes learning.” Eric Jensen, 2005
Let’s Get Physical!TPR Please stand up, have room enough to move your arms, and prepare to change your state.
When the equation appears, make the shape of the graph with your arms.
TPR cont: Operation Karate • 32, 4, 8 • 16, 0, 0 • 5, 9, 45 • 8, 3, 11 • 15, 1, 16 • 56, 8, 7
Math Songs Mexican Hat Dance –solving Equations
