america’s got words: raising the level of content knowledge through academic vocabulary-- the...

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: TASEL-M: Teachers Assisting Students to Excel in Teachers Assisting Students to Excel in

Learning MathematicsLearning 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.

ParadigmParadigm:: Support Teachers to Focus

on Learning as informed by Data

Program Goals and ObjectivesProgram Goals and ObjectivesClose the gap

Increase enrollment in advanced math courses

Collaborate using data

Increase pedagogical content knowledge

TASEL-M: TASEL-M: Teachers Assisting Students to Excel in Teachers Assisting Students to Excel in

Learning MathematicsLearning Mathematics

Elements:Elements:

Cognitive Coaching on Best Practice

Teacher Collaboration (PLC)

Enhance Pedagogical Content Knowledge

Who is the Target Audience?Who is the Target Audience?130 mathematics teachers9,787 high school students 6,536 middle school/junior high

school students

67% Hispanic Students14% Asian10% White (not Hispanic)51% English Learners65% Free and Reduced Lunch

Prepared by Orange County Department of Education - Dr. Dianne DeMille

20

30

40

50

60

70

80

2003 2004 2005 2006 2007

TASEL-M SchoolsCAHSEE - Grade 10 English Learners

CA

OC

TM Districts

TM School Totals

29.5%

35.1%

33%

27.0%

60%

46%

62%

+19.0 percentage points


Key California Orange County TM DistrictsAll TM School s

CAHSEE Grade 10 English Learners CAHSEE Grade 10 English Learners (51%)(51%)

Involved With Teachers in TASEL-M Over 4 YearsInvolved With Teachers in TASEL-M Over 4 Years +32.5 percentage points

56%

TASEL-M Schools - Hispanic Enrollment in Algebra II and above Percent of Total School Enrollment

0

10

20

30

2002 2003 2004 2005 2006 2007

State

County

TASEL-M Dist

TASEL-M Schls

Upper Level Mathematics Enrollment Upper Level Mathematics Enrollment Hispanic Students in TASEL-MHispanic Students in TASEL-M


Early EL Professional Early EL Professional DevelopmentDevelopment

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 LearnedLessons LearnedParticipation is essential

Implementation needs teacher ownership and accountability

Faithful replication requires support

Application to timely content

Less is More!Less is More!

What have you tried at your site, and what lessons have you learned?1. At your tables determine who will be shoulder-

partner A and shoulder-partner B2. A shares first for 1 minute3. B shares second for 1 minute4. Be prepared to share your partner’s ideas.

At my site…..

At my site we

learned…

Share out…

If your partner had an interesting insight,

please share their thought.

Hey- you have great

insight!

AllAll students should have access to students should have access to rigorous curriculum.rigorous curriculum.

EL students have the opportunity toDo the mathInteract with one anotherMake their learning publicRehearse the academic language

“Talking and writing about mathematics improves the depth of learning and recall.”

David Sousa 2008

Current Revised Model to Current Revised Model to Implement SDAIE Strategies:Implement SDAIE Strategies:

Four stations for multiple access points to teach and reinforce a particular standard

Academic Language DevelopmentMultiple IntelligenceChecking for UnderstandingStudent Self-Reflection

Why this model worked…Why this model worked…Structured with products in mindTeachers lead the discussion & creationFacilitates teacher creativity and ownershipResearch based strategiesTime bound task during professional

development Embedded in timely content Accessible, wide range of examples to chose

fromMake it public- accountability to the groupGroup evaluation/refinement of products after

implementationProcess used repeatedly throughout the year

Station #1:Station #1:Academic Language DevelopmentAcademic Language Development

Levels of Word KnowledgeAdvance OrganizerFrayer Model Math GraffitiContent ConversationPractice for PointsCompare and Contrast

“Students need structured opportunities to develop the understanding to know and to use

academic language.”Robert Marzano, 2004

Levels of Word KnowledgeLevels of Word KnowledgeNot a clue Heard it Sort of Got It

Key word 1

Key word 2

Key word 3

Level Criteria Example

Not a clue Never seen or heard it before Chi squared test

Heard it Heard it but don’t know what it means Greatest Integer Function

Sort ofBasic meaning is recognized in context; it has something to do with…

Derivative

Got ItMeaning is known automatically and word can be used confidently

Add

Looks Like

Write the equation … that fits the table.

ADVANCE ORGANIZERADVANCE ORGANIZERStandard 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?

Looks LikeWrite an equation of a line through 2 points: (4,5) and (-2,9)

Looks LikeWrite an equation of a line through (-2,5) with slope = -3.

Looks LikeWrite an equation of the line with slope = 4 and y-intercept = -1.

x y

0 4

1 6

2 8

Frayer ModelFrayer ModelDefinition (in own words)

Characteristics

Examples Non-examplesPROPORTIONS

Ratio = ratio

Cross multiply and solve Cancel vertically/horizontally NEVER cancel diagonally

across an = write word rate first Direct variation problems

124

3 5

x

31

4x x

2 4

5 5 1

x y x

z x

2

3 5

x

Math GraffitiMath Graffiti

Content ConversationContent ConversationConcept:

Target Vocabulary

#1 #2 #3 #4

Key Vocab 1

Key Vocab 2

Key Vocab …

Problem #___1__ Problem #___2_

Practice for PointsPractice for PointsTopic: ____________________________________#1 #2

Points earned:_______ Points earned: _________

Summary Statement:

Compare and ContrastCompare and Contrast

Similarities between concepts:

Define ______________

Define ______________

Standard:______________________________________________________

Definition:

Visual: Definition:

Visual:

Differences between concepts with regards to: ________________

________________

One benefit is…..

I want to hear what he thinks!

Table Share: Take a minute and write the benefits, one per post-it note, of students using Content Conversation.

Station #2:Station #2:Multiple IntelligencesMultiple 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!Let’s Get Physical! TPRTPR

Please stand up, have room enough to move your arms, and prepare to change your state.

Becky Afghani, LBUSD Math Office, 2004

Graph Aerobics

Long Beach Unified School District

Graph Aerobics

Long Beach Unified School District


When the equation

appears, make the shape of the graph with your

arms.


y = 0


x = 0


y = x


y = x2


y = x3


y = x


y = x2

TPR cont: TPR cont: Operation KarateOperation Karate 32, 4, 8 16, 0, 0 5, 9, 45 8, 3, 11 15, 1, 16 56, 8, 7

Math SongsMath Songs

Mexican Hat Dance –solving Equations

Teachers Implement Song StrategyTeachers Implement Song Strategy

Quadratic FormulaQuadratic Formula

Took a survey of the students and these are the results:

Human Box & Whisker PlotHuman Box & Whisker Plot

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Max

imum

Min

imum

Upp

er Q

uart

ile

Low

er Q

uart

ile

Med

ian

Graphic Organizerx

3

11

3

5=

- 4 + 4

3x – 4 = 11

15

Determine who will be shoulder-partner A and shoulder-partner B. Each partner will have 60 seconds to share using the following prompts:

“One multiple intelligence

strategy I have seen the

teachers at my school use is …

“Another strategy I’ve observed my teachers use

is …”

Station #3:Station #3:Checking for UnderstandingChecking for Understanding

Learning Logs / Ticket out the door

Whiteboards Think-Pair-Share/Partnering

“Reinforcement must be specific. This is the time for students to “get it right” before

you send them on to the next step.”Marilee Sprenger, 2005

Learning Log/Ticket Out the DoorLearning Log/Ticket Out the DoorLearning Log 1.7 & 1.8 Graphs and Functions

1. Describe what Person A looks like compared to Person B. Justify your answer.

2. Would you like anything clarified from today’s lesson?

Height

Individual White boardIndividual White board

Think, Pair, Share VideoThink, Pair, Share Video

10-2 Possibilities10-2 Possibilities1. Students can work with a partner and …

turn to a partner and summarize the key points of the lesson in their own words.

otime frame (i.e.. 1 minute per partner) using a visual timer gives a sense of urgency to the class.

oGiving sentence stems or vocabulary words for students to include within their response will help students who need more direction.

draw a picture that represents an important fact from the lesson and see whether your partner can figure out what the picture represents.

2. Students can work individually and…

read back over definitions or examples in their notes and highlight important concepts.

draw a mind map of the concepts discussed today

3. Students can work as a class and…

to find a classmate who can explain one of the squares in a walk-about review grid.

Stand Up If…Stand Up If…You’ve seen students energized to

complete a Learning Log or Ticket out the door before the bell rings.

Most of your math teachers have students use Individual Whiteboards to check for understanding.

Your teachers chunk their instruction and then use a Think-Pair-Share/Partnering strategy to check for understanding of that chunk before continuing on with the lesson.

Station #4:Station #4:Student Self-ReflectionStudent Self-Reflection

Foldables Journaling with word bank or sentence stems

Grading Rubrics Quarter letterTest reflection

“Teachers must encourage personal processing time after new learning for material to solidify.”

Eric Jensen, 1998

FoldablesFoldables

Foldables are graphic organizers that organize , display and arrange concepts, processes, facts, etc., to help students summarize, review and make connections. Students view it as a safety blanket in learning new material.

Dinah Zikes has been instrumental in developing these organizers.

Journaling using sentence stemsJournaling using sentence stems

Do you get it?A number that is multiplied by a given

number to get an answer of 1 is called a ________________.

The patterns I see between a number and the reciprocal of that number are: ( List as many as you can)

Journaling using a word bankJournaling using a word bankSummary: Write a 1 paragraph summary (3-

5 complete sentences) about what you learned about the Pythagorean Theorem using 5 of the words below.

Word BankPythagorean hypotenuse legsquare length longest sideright triangle right angle sumEquals square root

Grading RubricsGrading RubricsMathemati

cal Concepts

4: Explanation shows complete understanding of the mathematical concepts used to solve the problem

3: Explanation shows substantial understanding of the mathematical concepts used to solve the problem

2: Explanation shows some understanding of the mathematical concepts needed to solve the problem

1: Explanation shows very little understanding of the concepts needed to solve the problem

Explanation

4: Explanation is detailed and clear

(all work shown

3: Explanation is clear and includes most of the critical components (most of the steps were

shown)

2: Explanation is difficult to understand, but does include the critical components(some of the steps were shown)

1: Explanation is difficult to understand and is missing several components(little or no work shown)

Mathematical Errors

4: 90% - 100% of the steps and solutions have no mistakes

3: Most (61% - 89%) of the steps and solutions have no mistakes

2: Half (40% - 60%) of the steps and solutions have no mistakes

1: A small portion (39% or less) of the steps and solutions have no mistakes

Quarter letterQuarter letterDear______________________, Date:

_____________This past quarter/semester I earned a _________. I am _________________

with my performance. I earned this grade because I …________________________________________________________________________

__________________________________________________________________________________

Next quarter/semester I want to earn a _________. I am going to reach my goal by …

________________________________________________________________________________________________________________________________________________________________________________________________________________________

If I am having difficulties with the subject matter, I am going to help myself by….

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Keep reaching for your goals,

Test Reflection, part 2Test Reflection, part 2Are you on track with the goal you set for

yourself at the beginning of the quarter/semester?

What affected your progress?

How can you learn from your experiences?

Please revise you goal for the semester and write two different actions you will take to achieve your goal.

Revised goal:

Action #1:

Action #2:

Test reflectionTest reflectionMissed Question ReflectionCopy one question that you missed or lost points on.What standard is this question testing? How do you

know that?What steps, procedures, formulas or rules do you need

to remember when you do this type of question?What did you do wrong? Work the problem correctly here.Name two specific things that you need to do so you

can “own” this concept and get future questions like this correct

Test reflectionTest reflectionCopy one question that you received full credit on. (Copy

your work exactly as you have it on the test.)What standard is this question testing? How do you know

that?What steps, procedures, formulas or rules do you need to

remember when you do this type of question? Explain how you knew what to do to get this question correct? (What steps or procedures did you follow?)

Do you “own” this standard? Explain why or why not. Name one specific thing that you did that helped you learn

this concept.Compare and contrast the feelings you feel when you look

at a question on a test or quiz and know how to solve it versus the feelings that you feel when you are not sure what to do.

Write in the summary section of Write in the summary section of your foldable:your foldable:

What two ideas from the 4 stations might you want to pursue with your teachers.

Possible 5Possible 5thth station: station:Connections to MeaningConnections to Meaning

Concrete Representation Abstract Concept

Algebra Tiles+/- ChipsPatty Paper GeometryGeoboardsGraphing CalculatorsGeometer’s SketchpadWiki SticksAngLegs

Real life connections“Concrete experience is one of the best ways to

make strong long-lasting neuro connections.”Patricia Wolf, 2001

Supervisor’s RoleSupervisor’s RoleIndividual Action Plans

Use the model faithfully and consistently

Follow up with observation protocols

Provide professional development based on the needs of the team

Follow up on individual action plans midyear

Remember “Less is More!”

Write in your foldable...Write in your foldable... How might you implement the professional development model to fit your needs?

Record two aha’s from our time together.

What may we clarify or expand upon to support your implementation?

BibliographyBibliography Bowman, Sharon L. and Dave Meier The Ten-minute Trainer, 150

ways to teach it quick & make it stick!. Hoboken, NJ: Pfeiffer Essential Resources for Training and HR Professionals, 2005.

Jenson, Eric. Teaching with the Brain in Mind. Alexandria, VA: Assoc. for Supervision and Curriculum Development, 1998.

Jenson, Eric. Teaching with the Brain in Mind, Revised 2nd edition. Alexandria, VA: Association for Supervision & Curriculum Development; Revised 2nd edition, 2005.

Marzano, Robert J. and Debra J. Pickering and Jane E. Pollack. Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Alexandria: ASCD, 2001.

Marzano, Robert J. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: ASCD, 2004.

Sousa, David. How the Brain Learns Mathematics. Thousand Oaks, CA: Corwin Press, 2007.

Sprenger, Marilee How to Teach so Students Remember. Alexandria, VA: ASCD, 2005.

Stolovitch, Harold, and Erica J. Keeps, Telling Ain't Training. Alexandria, VA: American Society for Training and Development, 2002.

Wolf, Patricia,

Contact InformationContact Information

Ellen Duffy Janet [email protected] [email protected]

June Campbell Karen [email protected]

[email protected]

PowerPoint & handouts available at http://taselm.fullerton.edu

america’s got words: raising the level of content knowledge through academic vocabulary-- the...

Documents

implementation slide

data slide

dianne demille slide

mathematics teachers

learning mathematics

support teachers

level of content knowledge

content classes