Skip to main content

Review of Class #7


Jez. Hello. Oct.9, 2011 [Online Image]
Sourced from: http://bit.ly/2eXULgU 


When I think about learning mathematics as a student, I think about the challenges that I faced and the difficulties that I encountered along the way. When it comes to learning math, English Language Learner (ELLs) have even more unique challenges that they have to work through. As a teacher, I want to understand and create an inclusive environment that recognizes these challenges while working towards creating a level playing field for ELL students.

One way that I could help students is by using a vocabulary bank. Having a chart or document that contains the key math vocabulary and phrases in the lesson functions as a helpful resource for ELL students when discussing or writing their mathematical thoughts and processes. Even providing illustrations can be of great benefit. 

Manipulatives are great because they help make math comprehensible. It provides students with the opportunity to construct physical models of abstract ideas and concepts. Manipulatives further function to help build the confidence of ELL students by providing them with the opportunity to test and confirm their own reasoning, solve problems. Also they make math more fun, and enjoyable!  

It is important that teachers speak slowly and use clear articulation. It is also important that ELL students are provided with adequate time to process questions and to listen to responses. Teachers can use a variety of words to describe an idea or concept while being sure to verbally express and signal important new concepts or questions. Writing questions on the board may also be useful, also after posing a question, waiting a few minutes to call on a volunteer will ensure that they have adequate time to process the question and participate in-class. 

Sometimes eliciting non-verbal responses, like a thumbs up or a thumbs down can help a teacher check for understanding without requiring the student to produce language. This strategy could be helpful for students who's comprehension of English is more advanced than their ability to speak. 


JakeJacobsen. Multiculturalism. March.17, 2008 [Online Image]
Sourced from: http://bit.ly/2fB4Iok



Considering language and math skills when grouping students is also very important. ELL students may benefit from working in groups where participants have differing levels in mathematics as well English language competence. It is imperative, however, that the teacher monitor these groups to ensure that all students have opportunities to engage in meaningful mathematical conversations. 

Finally, utilizing partner talk (ie. the teacher asks a question and the students are given a couple of minutes to put their thoughts into words with their nearest neighbor).  This allows for more students to participate in classroom discussions, as well it alleviates some of the pressure that comes with speaking individually in front of a large group of their peers. 

These are strategies that I think are helpful and that I would definitely incorporate into my own classroom. Thank you for reading

Until next week!

Ashley 


Resources:

 Supporting English Language Learners in Math Class: A Multimedia Professional Learning Resource (Bresser et al., 2009).
Sourced from : http://www.scholastic.com/teachers/article/10-ways-help-ells-succeed-math

Comments

Post a Comment

Popular posts from this blog

Rich Tasks for Week Four

This week in math we discussed the importance of providing students with rich tasks rooted in mathematics. A rich task encourages students to think creatively, work logically, communicate ideas, synthesize their results, analyze different viewpoints, look for commonalities and evaluate findings. San Jose Library. Group Work on Cards. July.1,2009. Retrieved from: http://bit.ly/2woSSlZ  For a task to be rich it must be engaging in the sense that it has the potential to engage students in mathematical thinking. It must also have a meaningful mathematical focus that connects to the mathematics curriculum, process and content expectations.  It is important to challenge students meaningfully through problem solving. A rich task will be grounded in problem solving and will encourage students to reason his/her way to new understanding. The student would accomplish this by using multiple math processes while the instructor would allow ample time for explanation, justi...
4 comments
Read more

Growth Mindset for Week Two

This week in mathematics I have learned and applied my newfound growth mindset. I countered my fixed way of thinking with positivism, telling myself that if I apply myself and use my conceptual knowledge, I too can prevail in math. City Year New York. Growth Mindset. Feb.16,2016. Sourced from: http://bit.ly/2ffB0GL  When the professor attempted to explain the card trick in a mathematical formula, my mind reverted to a fixed way of thinking. My initial reaction was that I couldn't do it and I began to "check out" of the demonstration so to speak. Being a reflective practitioner and student, I realized that I needed to have more confidence in myself and my abilities. I will honestly say that it took some time for me to understand how the formula was rewritten (ie. algebraically). I did eventually come to an understanding and I think that it is evidence that my mindset is changing. As educators we must model attitudes and behaviors for our students. If we model a ...
Post a Comment
Read more

Learning Styles in the Classroom for Week Three

This week in mathematics we focused on the gratification of mathematics as well as understanding how to approach various types of learners in the classroom. JoanDragonfly. Venn Diagram of 3 Learning Styles. June.8,2017. Retrieved from: http://bit.ly/2y2gQrz  I had fun trying various tests that helped me to identify what type of learner that I am and surprisingly I have discovered that I am equally an audio and visual learner. I think it is imperative that instructors design their lessons, delivery, and classroom environment to enrich and engage various types of learners (ie. kinesthetic, visual, and audio).  I think it is important that we encourage students to understand how they learn best whether it be auditorally, visually, or kinestheically. With this being said, I also think that educators shouldn't encourage students to label themselves. When someone labels themselves as a certain type of learner, I believe that students may internalize that definition ...
1 comment
Read more