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Insert group names- Cite article you read

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Insert group names- Cite article you read

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insert bullet points highlighting specific strategies

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Insert group names-Cite article you read

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Insert group names-Cite article you read

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insert bullet points highlighting specific strategies

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Additional representations (i.e. having diagrams with words problems)

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Multiple ways to communicate - having students discuss/talk, gesture, and write (or draw)

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Paying attention to the language we use (i.e. not using low-frequency terms such as "perusing"... instead use "looking")

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Contextualizing math problems

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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As a teacher, when you are going over an activity to see where/how you can support multilingual learners, first consider the individual words/phrases/sentences, then consider the task as a whole

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Increasing Multilingual Learners Access in Mathematics

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Increasing Multilingual Learners Access in Mathematics

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Use home, school, or community culture as context for math problem scenarios

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Three Ways to Enhance Tasks for Multilingual Learners - JEJ

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Removing unnecessary words that could be language obstacles - watch out for terms that carry multiple meanings ("saw", "biweekly")

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Increasing Multilingual Learners Access in Mathematics

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Increasing Multilingual Learners Access in Mathematics

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Encourage students to use their home language or dialect in math. Give students supports for using language in math contexts ( sentence frames etc) .

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Three Ways to Enhance Tasks for Multilingual Learners- Liz, Maddie, Anita, Megan 

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Three Ways to Enhance Tasks for Multilingual Learners- Liz, Maddie, Anita, Megan 

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-unpacking the word problem/ language to lesson the load

-using diagrams/ graphs/ multiple representations of a problem

-replace low frequency words with higher frequency terms, the goal is to modify the language to make it more accessible

-contextualize material to relate to student interests and so that they can make connections to the real world

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Positioning Multilingual Learners-Smith, Erin by Robert, Sobia, Gwen, Tony, Joe

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Positioning Multilingual Learners-Smith, Erin by Robert, Sobia, Gwen, Tony, Joe

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Define Positioning-Giving students agency in the classroom in various roles.

Why is it important?

-Can influence the development of students' mathematical identities and opportunities to participate.

-Academic success is closely linked with social-emotional development. More likely to have positive attitudes, productive behaviors and experience less emotional stress.

-Prefacing statements can also bolster multilingual learners' confidence and reduce feelings of discomfort or hesitancy when sharing.

---Call students by name when they present so they can take ownership of their work, making them center of attention either in large ort small groups.

-Allowing students to present or communicate in native language.

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Cultural Responsiveness and Mathematical Practices - JEJ

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Cultural Responsiveness and Mathematical Practices - JEJ

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-Connecting things that are relevant to their environment and communities into math class and math problems

-Real-world examples that students can identify with (contextualizing)

-The "off you go" method --> illustrate, explore and gather, share and discuss

-Can be done with homework, in-class activities, and asynchronous activities

-Students can share more with the class and their teacher about their lives

-More personal

-Bridges mathematics with students' lived experiences

-Third grade: "Where can you find something about 10cm long?" --> bringing things from home!

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From Green Book to Gradebook , Gwen, Joseph, Sonia, Robert, Tony.

For students' success:

-Be aware of implicit biases...reflect on them.

-Holding students to same high standards as others.

-Excellence in mathematic education requires equity, high expectations and strong support for students.

-Give feedback, Connect follow-up feedback

-Engage in interactions that highlight persistence, detailing thinking, listening, questioning, and the process of getting stuck and unstuck...safe environment to make mistakes.

-Honoring students by recognizing them as individuals and the value they bring to the classroom.

-Just don't be a jerk. Be kind. Come from a place of empathy and positivity.

-Do not see them as a project or a goal---see them as an individual!

-The learning environment and what it reflects to students are critical factors in how students see themselves engaging in the gatekeeping subject of mathematics (Incorporate Black history, black culture in mathematics.)

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Cultural Responsiveness and Mathematical Practices- Liz, Anita, Maddie, and Megan

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Cultural Responsiveness and Mathematical Practices- Liz, Anita, Maddie, and Megan

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allows students to show a real world representation of a math concept

this is a way to check for a student's understanding of content

the routine positions students’ home resources and cultures as strengths to build on in support of learning for all. (Use what you have available to you!)

Can be used for: class activity (in school building), homework (at home), or asynchronous activity for e-learning (at home)

1) Illustrate the Concept

2) Explore and Gather

3) Share and Discuss (This aspect is super important, because students are given the chance to provide argumentation: explanation, evidence, and justification)

Classmates and Teacher can learn more about the classroom community, students take pride in sharing about themselves/ culture (as whole people with lived experiences outside the classroom)

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Using differentiators such as relevant cultural context for word problems, incorporating cultural context into activities, investigate and develop community, frequent and clear communication to develop relationships and trust. Reflect and revise to improve interactions and student success.