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Chapter 5 - Teaching Culturally & Linguistically Diverse Students…
Chapter 5 - Teaching Culturally & Linguistically Diverse Students
Culturally & Linguistically Diverse Students
Different countries, regions, languages or experiences
Being responsive is more than just a statement, its intentional actions that tell student you want to know about them
DON'T teach form a deficit point of view, instead connect their learning in school with home experiences
mathematics is not a universal language, but conceptual knowledge is - different countries teach different procedures according to division/order of operations/etc.
Culturally Responsive Mathematics Instruction
Attention to math thinking, language & culture. this applies to all students
Consideration for content, relationships, cultural knowledge, flexibility in approaches, accessible learning contexts, responsive learning community & cross-cultural partnerships
Aspects of culturally responsive instruction
communicate high expectations
make content relevant
attend to student's mathematical identities
ensure shared power
Communicate high expectations
stay focused on the big ideas of math
use tasks worthy of groupwork
emphasize multiple representations
students justifications
make presentations a feature of the classroom
Make Content Relevant
Help students make meaningful connections between addition/subtraction
ask for their justification in order to understand their thinking
Use problems that relate in context to their lives so they can spend time focusing on reasoning the mathematical relationships
Relate and use topics from other subjects so children can make the connections with math and reading/writing
Attend to Student's Mathematical Identities
mathematical identity means their disposition towards math & sense of competence
Listening to students as they explain & bring up their thinking later in large group for students to relate and be aware of their styles
Have students tell stories about their lives including math to raise student achievement
Ensure Shared Power
Effective teachers encourage students to make math contributions and validate reasoning, reaching higher level of rigor.
The teacher is seen as the power distributor in the classroom
When teachers delegate authority to marginalized students, they learn more
Teaching Strategies that Support C&LDS
Culture and language are intertwined & interrelated
Effective learning opportunities for ELLs requires integrating bilingual education with those of standards-based mathematics instruction
Story problems may be difficult for ELLs because they don't have a solid foundation in english to understand what is need to be done in math
Reflective Questions for Planning
Determine the mathematics
consider student needs
select, design or adapt the task
Reflective Questions for Teaching
Introduce the task
Work on the task
Debrief and discuss the task
& the mathematics
It may take 7 years to learn academic language
Explicitly teach vocabulary with examples such as self-made math dictionaries, foldables, games on vocab, word walls with translations, graphic organizers
Foster student participation during instruction by building background knowledge and engage students in discourse that reflects language needs
Plan cooperative/interdependent groups to support language development by placing students in groups where they'll have support from their language and support with English
Assessment Considerations for ELLs
Select tasks with multiple entry & exit points
Use diagnostic interviews to understand what academic language they do/don't understand in order to better support their thinking process later on
Limit linguistic load by not making problems too elaborate or having too many difficult/unfamiliar vocabulary. Removing pronouns like they, him, her, this and replacing with names will help ELLs understand the question
Provide accommodations by hearing the questions, shortening the assessment, extending the time. Teacher can refer to word walls or resources that may help ELLs understand what is being asked of them
Assessment accommodations are in place so that ELLs can understand what you want them to learn & for teachers to understand what they have learned