Presentation on theme: "So You’re a Literacy Coach: What About the Math Department?"— Presentation transcript:
1 So You’re a Literacy Coach: What About the Math Department? Roland O’Daniel, Danna Green, David CookIRA Conference, Atlanta, GA, 2008
2 Getting Things Started Estimation Activity:Estimate the solution to two of the problems belowShow your work, NO CALCULATORS15% tip on a bill of $ % discount on $ % increase in output of 2.5 tons 55% decrease in 12 sq. yards of materialBe prepared to share how you found your answer:Although there are many components to a complete estimation program, one of the most important is the teaching of estimation strategies. Many mathematics curriculum include rounding as the core estimation strategy or, more usually, the only strategy. Although important and useful, it is not the most efficient one for many problems. When students and adults who have been identified as good estimators in a recent study were asked to estimate, they used a variety of strategies. They chose these strategies to fit the context of the problem, including the specific numbers and operations involved. Again, this parallels what we know about problem solving. No one problem-solving strategy is efficient for every problem. Part of the task of becoming a good problem solver (or estimator) is being able to select and use a strategy that fits the problem. Recent research has identified several broad strategies that are used by self-developed good estimators. These include the following:Front-endClusteringRoundingCompatible numbersSpecial numbersEach of these strategies is best suited to a certain type of problem or operation, and several overlap in their application. Each will be briefly explained and illustrated. A sample format for presenting several of the strategies in a classroom setting will also be included. This format includes a teacher-led discussion of the strategy followed by guided practice.Estimation & Mental Computation-1986 Yearbook, National Council of Teachers of Mathematics
3 Estimation Activity (Continued) Pair with someone who chose the same problemCompare estimate strategies with neighbor noting differences/similaritiesNote modifications you want to make to your strategy to make your estimates easier next time
4 Estimation Activity (Continued) Reflect on the activityWhat literacy skills were used in this activity?
5 Admit Slip Find the admit slip in your packet Of all the workshops at IRA, why did you choose this one?What do you hope to learn or walk away with as a result of this workshop?
6 Content Standards – The Workshop Participants willUnderstand the concept of content literacy and how it supports learning in math classroomsReflect on how teacher practice can use literacy as a structure and system for learningExplore research to understand more about recommendations for the inclusion of literacy in mathematic instruction
7 Agenda Estimation Activity CMCL Overview Reading a Graph Activity Break (bathroom time)Please follow rule of two feet!What the Research SaysRoutines/Structures in a Math ClassroomSupporting Literacy in a Math ClassroomQ & A/Exit Slip
8 Double Entry Organizer I wonder how many teachers are involved in the project?I think vocabulary would be very important to math teachers!Collaborative Model for Content Literacy6 sub-domains of literacyVocabulary developmentReading ComprehensionWriting to learnWriting to DemonstrateFluencyAcademic Dialogue
9 Who Are We? Danna Green David Cook Roland O’Daniel Literacy Coach in the Striving Readers Consortium in KY for West Jessamine Middle School13 years experience in primary, middle and high math & science, gifted & talentedReading SpecialistDavid CookLiteracy Coach in the Striving Readers Consortium in KY for Belfry Middle School16 years in education- middle grades math and social studies, and principalRoland O’DanielMentor Coach in the Striving Readers Consortium in KYEducational Program Consultant with CTLMiddle and high school math/social studies teacher, 15 years experience
10 What is Content Literacy? And What does it look like in math class?
11 Content Literacy: Overarching Concept There are literacy processes that, when brought to bear in a discipline-specific content environment, will support students in learning content at deep levels, and in continuing to develop their basic learning skills.
12 Content Literacy Sub-Domains The Collaborative Model for Content Literacy prepares teachers to use strategies from these sub-domains to support student content learningReading ComprehensionVocabulary DevelopmentWriting to LearnWriting to Use What We KnowVerbal FluencyAcademic Dialogue
13 Vocabulary Development Strategies Frayer ModelExamples/Non-examplesCharacteristics/ModelDefinitionWord Wall with Intentional InteractionsRoutines Developed to Scaffold Understanding
14 Writing to Learn in Mathematics Ways of representing content-NAGSNumberAlgorithm (Algebra)GraphSentencesNote-takingWriting to clarify understanding
15 Reading Comprehension Multiple Representations of the same idea and same translation:12 412/4Twelve divided by four4 divided into 12How many groups of 4 are in 12?(Draw a model, act it out…)Reading charts, tables, graphs
16 Content Reading Speaking/Listening Writing Multiple texts for multiple purposesContentSpeaking/ListeningIn a variety of configurationsFor a variety of purposesWritingWriting to Learn- Symbolic & graphical, as well as textWriting to Use What You Know
17 Learning Structures Scaffolding Culture Building learning relationshipsCreating a literate spaceLearning and practicing new concepts and strategiesProcessTransparencyMetacognitionZone of Proximal DevelopmentScaffoldingI do you watchI do you helpYou do I helpYou do I watch
18 How do we help students apply literacy strategies to support content learning? Take time to teach them how to learn what we need them to learnBe metacognitive in your instruction – talk with students about how effective learners learnCollaborate with colleagues for systematic planning to support student learningBe selective about the strategies you use – make sure that students read, write, speak, listen, and observe in service of learning in your discipline.
19 Mathematical Literacy “The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions…”“The ability to translate between a mathematical representation (which may include words and symbols) and that which the model represents.”“The ability to create and interpret mathematical models.”(NCTM Standards; Galef Institute – Different Ways of Knowing)
20 Mathematics as Language Includes elements, notation, syntax, grammar, vocabulary, conventions, sentence structure, and paragraph structureIs the language (science) of patterns and changeIs a way of thinking about the worldIs a necessary ingredient for developing & demonstrating understanding – both oral & written languageHas language features unparalleled in other languages (for example, theorems expressed using the letter "x" also apply to "b" and "2x-5").(Sensible, Sense-Making Mathematics, by Steve Leinwand )
21 Time for Reflection/Sharing Take this opportunity to interact with your notesTurn to your neighbor and share questions or important pointsQuestions?
22 Reading in a Math Classroom Reading a graph activityIndividual workFind a partner with the same colored graph and share your answersWith your partner discuss the different literacy sub-domains involved in this activity. How could the use of literacy enhance the learning of the mathematics?
23 Reading Next Recommendations To Build Adolescent Literacy SkillsEmbed effective instructional principals into content learningApply motivating and self-directed learning strategiesProvide direct strategy instructionEngage students in collaborative work around rigorous text and conceptsUse diverse textsImplement an intensive cross-disciplinary writing approachProvide extended time and opportunities for literacy workReading Next, Alliance for Excellent Education, 2004
24 Reading Next Recommendations To Build Adolescent Literacy SkillsEngage in teacher professional development that is long-term and ongoingWork in teacher teams to plan for strategy useApply technology as a learning and literacy toolGather evidence about student skills, both formative and summative and respond to that evidence through instructional changeProvide strategic intervention for those students who have specific learning difficultiesReading Next, Alliance for Excellent Education, 2004
25 Instructional Programs Pre K-12 Should Enable All Students to: Organize & consolidate their mathematical thinking through communicationCommunicate their mathematical thinking coherently and clearly to peers, teachers, and othersAnalyze & evaluate the mathematical thinking & strategies of othersUse the language of mathematics to express mathematical ideas precisely(NCTM Standards, pp269)
26 NCTM Recommendations Effective teaching requires-- knowing and understanding mathematics, students as learners, and pedagogical strategies.a challenging and supportive classroom learning environment.continually seeking improvement.Technology is essential in teaching and learning mathematics(Principals and Standards for School Mathematics, The Teaching Principle, NCTM, 2000)
27 National Mathematics Panel 2008 The mastery of whole number arithmetic is a critical step in children’s mathematical education.Conceptual understanding is critical for children’s ability to identify and correct errors, for appropriately transferring algorithms to solve novel problems, and for understanding novel problems in general.Pictorial representations... Number line representation… Words also seem to influence the mental representations that children form…
28 National Mathematics Panel 2008 The best predictors of the ability to solve word problems are computational skills and knowledge of mathematical concepts, as well as intelligence, reading ability, and vocabulary.… these abilities in conjunction with reading comprehension to solve word problems…(Report of the Task Group on Learning Processes, 2008)
29 “Mathematical communication is closely tied to problem solving and reasoning. Thus as students’ mathematical language develops, so does their ability to reason and solve problems. Additionally, problem-solving situations provide a setting for the development & extension of communication skills & reasoning ability.”(NCTM Standards, pp 80)The issue is – you can’t have one without the other – the ability to communicate mathematically provides one with the tools to solve problems and reason. And then- to be able to solve problems and reason – I must have the language of the science. Thus I must know the vocabulary and symbols; must be able to read the problem and write about my understanding of the solution.An understanding of the symbols we associate with mathematics come from within a long process of exploring, questioning, challenging, and of doing mathematics.How do you create an environment that is safe and encourages students to investigate, make & test conjectures, look for patterns, reflect & rewrite, communicate mathematically,…..?
30 Routines in the Mathematics Classroom In small group discuss different routines that might be observed in a typical math classroomDiscuss which literacy sub-domains lend themselves most effectively to the mathematics classroom
31 Traditional Vocabulary Instruction How to extend this strategy into a strategy that allows students to develop stronger understanding of the content?
32 Interactive Word Wall Terms Symbols Representations Graphs Student generated
41 Frayer Model Adaptations Multiple words per page Integrate into routineDevelop understandingof Characteristics
42 Vocabulary Development Adaptation- Pictionary Square Root
43 What I have learned about math teachers in my building! They appreciate me presenting information to them in a direct way.Most did not realize that the vocabulary strategies they have been doing are literacy strategies.They like to have trainings done by real math people.
44 They, like all teachers, need frequent reminders of the literacy strategies. They need to see the value of the literacy strategies to their studentsWhen they value the strategy, they use them in frequent, systematic ways.
49 Using Symbols and Text to Communicate Mathematically
50 “Using literacy strategies within the math classroom is a necessity “Using literacy strategies within the math classroom is a necessity. My students need the knowledge of how to solve mathematical problems, but also how to verbalize their steps and solutions. When working a problem in my class students know that it is expected to show their work and write [respond to the work to show understanding]; one is incomplete without the other. As an educator it is my job to prepare my students for life outside the classroom. ”-M. Smith
51 “Using literacy strategies within the math classroom is a necessity “Using literacy strategies within the math classroom is a necessity. My students need the knowledge of how to solve mathematical problems, but also how to verbalize their steps and solutions. When working a problem in my class students know that it is expected to show their work and write [respond to the work to show understanding]; one is incomplete without the other. As an educator it is my job to prepare my students for life outside the classroom. ”-M. Smith
54 Double Entry Organizer Allow for student reflectionAllows students to summarizeProvides teacher with source for monitoring comprehensionProvides another tool (graphic organizer) to help students to better understand concepts.
58 Student Writing/Problem Solving Clear expectations (what is a proficient product).Authentic purpose for writing, real-world connection.Weave use of math, problem-solving, & communication skills.
59 Writing for Publication Student choiceAuthentic audienceContent richUses appropriate form and featuresTeacher support and feedback
60 Reading & Writing in Math Students are supported in the use of literacy strategies in the classroom.Students use the reading and writing skills they have practiced.Students interact with the text to:questionmake predictionsorganize their thoughtslook for detailsrespond using higher order thinking skills.respond with evidence of mathematical reasoning.
61 Graphic Organizer- Compare/Contrast Interact with text/informationOrganize informationRetention of learning
62 Lollipop Be Creative Incorporate different learning styles Make it RealDon’t just do math/use math
63 Does Writing to Learn Make a Difference? “…explains so that I can understand…”ModelRepetitionCooperative Learning ActivitiesWriting to Explain“…she went from I don’t like school to school’s okay…”“…she went from I can’t do math to I like math…”
64 A Final Thought“As educators we must integrate math skills and concepts into a meaningful experience for our students. Learning must be relevant and have an intended purpose. Math should not be taught in isolation but as part of a curriculum that stresses communication of math topics through reading and writing.”