COGNITIVE DEMANDS AND SECOND LANGUAGE LEARNERS. Sample problem Sandy’s family does its laundry at a coin-operated laundromat. It costs $1.25 per load.

Slides:

Advertisements

Similar presentations

Classroom Level 1. Learning outcomes drive the selection of technology. First clarify your lesson or unit's student learning outcomes. Then, determine.

Advertisements

The Teacher Work Sample

Charlotte Danielson’s The Four Domains of Teaching Responsibility

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Reviewing the Cognitive Rigor Matrix and DOK Tuesday September.

Texas and Louisiana: Similarities and Differences

Imagine you are in the classroom of a highly effective teacher:  What would you see?  What would you hear?  What would the students be doing or saying?

WCSD ELL Department

Investigations in Number, Data, and Space: Teaching Philosophy.

E-portfolio in TaskStream (DRF) Signature Assignments Signature Assignments Classroom Community (1 st & 2 nd semesters) Classroom Community (1 st & 2 nd.

Making Proficiency in Math Soar to Greater Heights November 2, 2006 Claudia Ahlstrom.

East Baton Rouge Parish School System Better Schools. Better Futures. UTILIZING MATH RESOURCES AND STRATEGIES EFFECTIVELY January 5, 2015.

Teaching Event –commentaries –written responses to a set of task-specific prompts. –provide contextual information needed to understand the artifacts and.

Incorporating Technology in the Early Childhood Classroom Jennifer Buckler Sandy Farrar Jessica Martin.

Chapter 8: Diagrams, Maps, and Webs Section III: Using Visual Learning Tools to Enhance Learning.

ASSESSMENT OF THINKING SKILLS Involving pupils in their own assessment.

Exploring Strategies for the Secondary Level in Mathematics Patricia Latham and Cathie McQueeney September 28, 2006.

Secondary Curriculum, Instruction & EL SERVICES Explicit Direct instruction Orientation Phase October 2011.

Writing and Students with Special Needs Meeting the Writing Needs of Students with Mild Disabilities.

Interstate New Teacher Assessment and Support Consortium (INTASC)

Engaging Learners and Realizing the Development of Mathematical Practices ALM Conference July 15, 2015 Trena L. Wilkerson Professor, Mathematics Education.

The Junior Learner Building the context. Framework for Instruction Literacy For Learning, The Report of the Expert Panel on Literacy in Grades 4 to 6.

The Framework for Teaching Domain 1 Planning and Preparation.

PACT Areas that are Scored 1. Context for Learning 2. Planning 3. Instruction 4. Assessment 5. Reflection 6. Academic Language strand that runs across.

Advances in the PARCC Mathematics Assessment August

Delaware Professional Teaching Standards 3.0 Content Knowledge 4.0 Human Development and Learning 5.0 Diverse Learners 6.0 Communication 7.0 Learning Environment.

© 2013 University Of Pittsburgh Supporting Rigorous Mathematics Teaching and Learning Making Sense of Numbers and Operations Fraction Standards via a Set.

Advances in the PARCC Mathematics Summative Assessment November

Common Core and Gifted. “I choose C” Do we need the Common Core?

Making Connections. Overview A framework Previous work Current work.

Apprenticeship Teaching Model Including Peer Collaboration Unlike adult-child instruction, in peer collaboration the “more capable” student is not very.

MULTIPLE INTELLIGENCES Collaborating with Amy Loiselle.

Factors that determine the Cognitive Complexity of PARCC Mathematics Items Cognitive Complexity Mathematical Content Mathematical Practices Stimulus Material.

BLOCK III EDCI 362 Literacy in the Elementary School, Part I Beverly Cox October 19, 2007.

Stage 1 Address some of the main factors that will influence your planning and teaching. Discuss within your groups and draw from: Chapter 1 Stage 1 of.

New Pathways to Academic Achievement for K-12 English Learners TESOL March 26, 2009 Anna Uhl Chamot The George Washington University.

TECHNOLOGY IN MODERN CURRICULA Cvetka Rojko. The Contents Educational system in Slovenia and changes of mathematical curricula Role and significance of.

Science: Unit 3, Key Topic 1http://facultyinitiative.wested.org/1.

Secondary Curriculum, Instruction & EL SERVICES Explicit Direct instruction Orientation Phase October 2011.

Unit 9 Reflection. “Mathematics in the 21 st Century: What Mathematical Knowledge is Needed for Teaching Mathematics” Deborah Loewenberg Ball 1.What has.

FOUR DOMAINS Domain 4: Domain 1: Professional Planning & Responsibilities Preparation Domain 3: Domain 2: Instruction Classroom Environment.

TEACHING WITH A FOCUS ON LEARNERS One model of Differentiation: Sousa and Tomlinson (2011) Differentiation and The Brain. Purpose: Understanding Text Complexity.

BENEFITS OF USING TESOL’S STANDARDS TO GUIDE INSTRUCTIONAL DESIGN IN THE CLASSROOM.

READING FOR MEANING Active reading strategies Efficient note taking skills Nrs 8/13.

Maxson Bilingual/ESL Program Type of Bilingual Program Developmental (Content area taught in Spanish) -Language Arts -Math -Science -Social Studies Type.

Teaching English Language Learners with Diverse Abilities

Planning Standards-Based Teaching and Learning Presented by Dwight R. Counsel Director of School Programs September 20, 2010.

SEC – ELL Cross-state Results 1. To what extent do English language learners have opportunity to learn the subject content specified in state academic.

The DID Model of the Technology-Based Instructional Design EDU 529 Computer-Based Instructional Technology.

Alliance for Teaching Mathematics to Special Education Learners Strengthening Content Knowledge and Collaboration of General and Special Education Teachers.

DANIELSON MODEL SAI 2016 Mentor Meeting. Danielson Model  Framework with rubrics  Define specific types of behaviors expected to be observed  A common.

Content and Curriculum ….. Information from Chapters 3 and 9 and from the North Carolina Standard Course of Study.

READY TO TEACH SM EDI ® Lessons ©2013 All rights reserved. EDI Lesson Overview 5 th Grade Math Learning Objective: We will evaluate numerical expressions.

Laura Maly Bernard Rahming Cynthia Cuellar Rodriguez Explore Explore Explore Math Teacher Leaders October 18, 2011.

Enhancing Child’s Language & Cognition Through Interaction Copyright © 2015 CentroNía Institute

Representing Algebraic Relationships in Tables and Graphs

Angela L. Briggs FLT 860 Michigan State University.

Welcome Learning Targets for Today I will build schema for Danielson’s Framework for Teaching. I will connect Framework principles to powerful planning.

An Introduction to Teacher Evaluation

We will memorize1 multiplication facts.

Tutoring for children to build confidence and skills in reading, writing, and math! Experienced teacher can help children of all ages, learning styles,

NDA Coaching in Chandigarh

How students learn engineering: You tell me.

Principles of Learning and Teaching – Math/Science EDU312

Module 7: Secondary ELA Funds of Knowledge Application

Objectives and Areas of Educational Psychology

What do ELLs Need Differently in Math

Project-Based Learning Integrating 21st Century Skills

Teaching Science for Understanding

Cultures Learner Profile INQUIRY Assessments Knowledge Choose

Ohio Standards for the Teaching Profession EHHS Conceptual Framework

Presentation transcript:

COGNITIVE DEMANDS AND SECOND LANGUAGE LEARNERS

Sample problem Sandy’s family does its laundry at a coin-operated laundromat. It costs $1.25 per load to use the washing machine and 25 cents per load to use the dryers for 10 minutes. Sandy’s family has 5 loads of laundry to do and each load will need to be in a dryer for 30 minutes. Which expression will give Sandy’s family the total cost of doing these loads of laundry? A. ($ $0.25) x 3 x 5 B. [$ (3 x $0.25)] x 5 C. [(3 x $1.25) + $0.25] x 5 D. 3 x ($ $ 0.25) x 5

A framework for planning and reflecting on Mathematics Instruction A)Academic content 1.How experienced are students with mathematics concepts and procedures? 2.How experienced are students with concepts from other content areas? B) Mathematical and cognitive processes 1.What mathematical processes are needed and how experienced are they using them? 2.What cognitive processing skills are needed? C) Mathematical and Contextual Language 1.Do students prior experiences include the development of mathematical language? 2.Do words that have specialized meanings in mathematics have different meanings in natural language? D) Cultural/Life Experiences 1.What knowledge of cultural or life experiences is needed to understand the problem statement? 2.What connections need to be made between the mathematics of the classroom and student experience?