Embed Size (px)
Citation preview
Expanding Classroom Tools to
Build Academic Language in STEM
Dr. Kimberly Smith-Burton, Dr. Catherine Elise Barrett, & Dr. Peter Eley
Dr. Kimberly Smith-Burton
Dr. Catherine Elise Barrett
Dr. Peter Eley
Workshop Description
Expanding classroom tools that build academic language in STEM
to assist students in becoming active learners, deepening their
conceptual understanding and developing a translation of
vocabulary understanding into a deeper knowledge of complex,
conceptually dense words.
Most applicable to grades 3-9
Teaching Academic Language
This session will explore research-based strategies to expand and develop
academic language within mathematics and science
• significance of language demands
• language function frames to deepen subject & academic language
• writing transitions
• writing feedback
Significance of Math & Science Language Demands:
language function, vocabulary, discourse, and syntax
The language function is the purpose why language is used and is also the content and language focus of the learning task(s) often represented by the action verbs found within standards, Bloom’s Taxonomy, and learning outcomes.
Examples are found in learning objectives (bold = language functions):
Students will be able to compare the lengths of various objects in the classroom.
Students will be able to classify various examples under living and non-living categories.
Students will be able to explain what strategy(ies) they used to solve a problem.
Students will be able to describe the specific attributes of a parallelogram.
Note: The language function words tell students what they need to do to complete the task at hand or master the skill.
Mathematics & Science Language Demands:
Vocabulary
Words and phrases with subject-specific meanings that differ from meanings used in everyday life (Tier 3 – Math Examples: even, series, table, ruler, square, face, chord, digit, event, times, set) and (Tier 3 – Science Examples: table, ruler, variable, control, cell )
General academic vocabulary used across disciplines (Tier 2 – Examples: compare, analyze, evaluate, describe, sequences, classify, summarize, justify, explain, contrast, interpret)
Subject-specific words and/or symbols defined for use in the discipline (Math Examples: acute, average, mode, curve, division, exponent, numerator, denominator, equilateral, divisor, least common multiple, ÷, ≥, × (symbols)) (Science Examples: hypothesis, data, evidence, equation, g = gram, scientific notation)
Mathematics Language Demand: Discourse
How members of a discipline talk, write, and participate in knowledge construction using the structures of written and oral language
Example: Constructing an argument (two-column proofs)
Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) or representing knowledge visually.
Examples: Interpreting graphic representations (graphs, diagrams) and making and supporting a conjecture.
Science Language Demand: Discourse
How members of a discipline talk, write, and participate in knowledge construction using the structures of written and oral language
Examples: Completing lab reports and writing analysis & conclusions sections of lab reports.
Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) or representing knowledge visually.
Example: Interpreting graphic representations (graphs, diagrams), explaining materials lists, and making predictions
Mathematics Language Demand: Syntax
The rules for organizing words or symbols together into phrases, clauses, sentences or visual representations.
One of the main functions of syntax is to organize language in order to convey meaning clearly.
Examples:
Mathematical sentences (using words or symbols) including: 6 ≥ 4; There are 5 times as many apples as oranges.
Long or elaborate noun phrases: Write an inequality that, when solved, will give the amount of sales Mandy needs to cover her planned expenses.
Conditional sentences: If 50% of a number is 25, what is 75% of the number?
Science Language Demand: Syntax
The rules for organizing words or symbols together into phrases, clauses, sentences or visual representations.
One of the main functions of syntax is to organize language in order to convey meaning clearly.
Examples:
Mathematical sentences (using words or symbols) including: Formulas, w = mg or weight equals mass times gravity.
Long or elaborate noun phrases: Write a balanced chemical equation that represents the formation of water.
Conditional sentences: If there are two atoms of Hydrogen in H2O, how many Oxygen atoms are there?
Language Functions
High Frequency Academic Verbs (Bloom’s)• Inquire, Seek
• Summarize, Inform
• Compare, Contrast, Analyze
• Sequence, Order
• Classify
• Infer, Predict, Hypothesize
• Solve
• Justify, Persuade
• Synthesize, Evaluate
Teaching Language Functions
Example: Compare and Contrast
Graphic Organizers such as the Venn Diagram, Double Bubble Chart,
and the Compare/Contrast Matrix provide clear contrasts for students
to visualize similarities and differences.
Comparing Growth Activity
Task (4th grade level)
There are two snakes at the zoo, Jewel and Clyde. Jewel was 6 feet and Clyde
was 8 feet. A year later Jewel was 8 feet and Clyde was 10 feet. Which one grew
more?
Comparing Growth Activity [con’t]
Commentary
The purpose of this task is to foster a classroom discussion that will highlight the
difference between multiplicative and additive reasoning. Some students will argue
that they grew the same amount (an example of "additive thinking"). Students who
are studying multiplicative comparison problems might argue that Jewel grew more
since it grew more with respect to its original length (an example of "multiplicative
thinking"). This would set the stage for a comparison of the two perspectives. In the
case were the students don’t bring up both arguments, the teacher can introduce the
missing perspective.
Comparing Growth Activity [con’t]
Commentary (con’t)
In later grades, students will learn that "which grows more" means "which has the
greater absolute increase?" and "which has the greater growth rate?" means "which
has the greater increase relative to the starting amount?" but students won't see this
type of language for two or three years. Teachers need to be aware of this and work
to ask questions as unambiguously as possible; for example, when asking for
multiplicative comparisons, use language such as, "How many times greater is x than
y." They should also be prepared to address this potential for confusion along the
way.
Comparing Growth Activity [con’t]
Solution
Viewing this additively, both snakes grew 2 feet and therefore grew the same
amount. Viewing it multiplicatively, Jewel grew 2
6its length, while Clyde grew
2
8its
length. From this perspective, Jewel grew more. Given the purposeful phrasing of
the problem, both interpretations are reasonable, but the goal is to understand the
two perspectives, thus the difference between additive and multiplicative reasoning.
Teaching Language Functions
Example: Analyzing
• Graphic organizers to teach analysis include Concept Definition Maps, a
Fishbone Map, and Spider Maps. All delineate features for further scrutiny.
Teaching Language Functions
Example: Justifying and Persuading
• Graphic organizers to teach include a “T” Chart with Opinion
and Reason or Spider Web/Map listing topic/idea and reasons on
“branches.”
Writing Transitions
Syntax & Patterns of Language
• Syntax is the set of conventions for organizing symbols, words, and phrases together into structures.
• When teaching writing, showing students transition words (as well as the order of grammar), help students develop the necessary patterns of Standard English.
• Suggestions for teaching transitions from classroom practitioners include creating lists that are discipline, topic, and type of writing specific (e.g., expository, narrative, persuasive).
Best Recommendations for Teaching
Transitions & Patterns
1. Have students create a list of possible transition words
2. Combine and refine a good list for the task at hand.
3. Provide students with examples and add academic
language.
Types of Transitions
• Transition Chain: First…, second…., third…
• To Show Time: Immediately, thereafter, soon, later, after a few hours, at that time, before, in the past, next, lately, presently, etc.
• To Compare: by comparison, compared to, further, likewise, once more, similarly, in the same way, following this further, in addition, besides, because, furthermore, etc.
• To Show Example: for example, for instance, in this case, of course, in another case, on this occasion, in this situation, to demonstrate, to illustrate…
• To Show Sequence: first, second, third, following this, before this, simultaneously, concurrently, thus, thereafter, now, at this point, later, then, soon…
More Transitions
• To Contrast: On the other hand, in contrast, but, yet, however, on the
contrary, nevertheless, where, up against, although, although this may be true,
conversely, balanced against, meanwhile, after all, compared to, despite, in
spite of, regardless…
• To Signal Conclusion: In conclusion, obviously, certainly, definitely, indeed,
therefore, lastly, clearly, undoubtedly, without a doubt, unquestionably, in the
final analysis, as a result…
Transitions are Important
• Transitions are important because as students learn these words and see how
to use them, they learn how the order of language and how to emulate
patterns of Academic Language. Each discipline has particular patterns of
the language. Teaching transitions to develop patterns of language provides
further access to the more complex Academic Language of a given
discipline.
Steps to Introduce New Vocabulary
• 1. Pronounce the Word
• 2. Example of the Word
• 3. Part of Speech
• 4. Representation
• 5. Use routine written format (4-Square, Frayer Model, etc.)
• 6. Create structured practice, word walls (digital), discussions, etc.
Vocabulary
• Explicit, direct instruction (the foundation of
understanding and learning new complex concepts and
skills)
• Visuals, realia (images, word walls, student work)
• Clarification (of unfamiliar words)
Developing Academic Discourse
• Modeling (usage of word form)
• Sentence frame use by students
• Dialogue based on graphic organizers
• Use of academic language
• Paired discussion
• Oral presentations
• Structured discussion
• Open-ended discussion
Rules of Discourse
• 1. Prepare students to share ideas when instructed to do so, first with a partner and next with the class.
• 2. No calling out or hand raising (until asked).
• 3. Use the assigned sentence starter to share.
• 4. Use a professional tone to share your idea: two times slower and three times louder than conversation.
• 5. Listen attentively while peers share and write down new ideas.
• 6. If a student’s idea is similar to someone else’s, have the student acknowledge the classmate’s contribution before sharing their idea.
Discourse Cards
(Sentence Frames)
I started solving the problem by ….
The strategy that makes the most sense to me is ….
A place where I got stuck was ……
I need help understanding ….
One thing I like about my strategy is …..
On thing I like about my partner’s strategy is ….
Discourse Cards [con’t]
Something new that I learned today was …..
I still am not sure about …..
I noticed a connection between ….
Something that is important to remember is ….
I agree with ……
I disagree with …..
The Mean, Median, Mode and Range
Activity for Halloween
Understanding the Measures of Central
Tendency (mean, median, mode and
range) is a critical early math skill. Help
your students master mean, median,
mode and range with these hands-on
activity cards, designed to appeal to every
learning style using a Halloween theme.
The Mean, Median, Mode and Range
Activity for Halloween
VocabularyMean is the average of all of the numbers in a sample. Add up all of the numbers in a set and divide by the total number of items to calculate a mean.
Median is the middle number in a series of numbers that's ordered from least to greatest. If there's an even number of items in the data set, the median can be calculated by averaging the two middle numbers.
Mode is the number that appears the most times in the data set.
Range is the difference between the largest and smallest value in the data set, describes how well the central tendency represents the data. If the range is large, the central tendency is not as representative of the data as it would be if the range was small.
Teacher Support of Discourse (Math Example)
• Help students work together to make sense of mathematics.
• Help students rely more on themselves to determine whether something is
mathematically correct.
• Help students learn to reason mathematically.
• Help students evaluate their own processes and engage in productive peer
interaction
Teacher Support of Discourse [con’t]
• Help students with problem comprehension.
• Help students learn to conjecture, invent, and solve problems.
• Help students learn to connect mathematics, its ideas, and its
application.
• Help students persevere.
• Help students focus on the mathematics from activities.
Teacher Support of Discourse (Science Example)
Science Kahoot!
• Go to:
https://create.kahoot.it/creator/c0d8570d-
21ae-4b37-8d7f-6bd174d41c27
Meaningful Feedback
• Research confirms what most teachers already knew: providing students with
meaningful feedback can greatly enhance learning and improve student
achievement. When teachers use academic terms, it further supports student
learning of terms and concepts.
• Not all feedback is equally effective, and can be counterproductive, especially
if it's presented in a solely negative or corrective way
Most Effective Ways to Use Feedback
• Supply specific information about what students are doing right or wrong
• Feedback is most effective when it is given immediately
• Feedback should show how the information provided will help them progress
toward the final learning goal
• The way feedback is presented can have an impact on how it is received; the
most well-meaning feedback can sound negative and reduce a learner's motivation.
• Involve learners in the process and use academic terms in explanations.
Key Feedback Components
• Feedback should be timely, clear and provide specific information on
students’ performance related to the lesson objectives
• Feedback should denote areas where students did well and where they need
to improve.
• Feedback should provide a plan for helping students remediate or deepen
their understanding of concepts related to lesson objectives, supporting and
extending learning.
Questions?
How will you incorporate Academic
Language when teaching STEM?
References
Kinsella, K. (2011). Brief Constructed Response Routines to Support Reluctant
Writers. San Diego State University.
Understanding Academic Language in edTPA: Supporting Learning and
Language Development (Middle Childhood Mathematics & Science)
Teachers Pay Teachers: Mean, Median, Mode, & Range Activity for Halloween
© 2016 Brittany Naujok – The Colorado Classroom
https://www.teacherspayteachers.com/FreeDownload/Mean-Median-
Mode-Range-Activity-for-Halloween-2842028
References
Illustrative Mathematics: 4th- Comparing Growth Variation 1
https://www.illustrativemathematics.org/content-standards/4/OA/A/tasks/356
Academic Language Function Toolkit
https://www.tntech.edu/files/teachered/edTPA_Academic-Language-Functions-
toolkit.pdf
Ready: 100 questions that promote Mathematical Discourse
https://www2.curriculumassociates.com/products/ready-100-q-promoting-math-
discourse.aspx
References
Ernst-Slavit, Gisela & Pratt, Kristen. (2017). Teacher questions: Learning the discourse of
science in a linguistically diverse elementary classroom. Linguistics and Education. 40. 1-10.
10.1016/j.linged.2017.05.005.
https://www.researchgate.net/publication/317299011_Teacher_questions_Lear
ning_the_discourse_of_science_in_a_linguistically_diverse_elementary_classro
om
