We have taken several months to research and investigate so that we might discover the best approaches through research that will support math learning for second language learners. The main purpose of the research is to determine Esperanza's goals and find the strategies necessary to help all scholars achieve those goals. Some of our initial thoughts are . . .
- Do what it takes to serve second language learners
- Find ways to make math culturally relevant
- Make decisions based on research and philosophy, not programs
- Remember that one program is not sufficient to do the job
- Effective teachers draw upon multiple strategies and understand good math pedagogy to make instructional decisions
- The teacher is the determining factor in student achievement
- Professional development and coaching are necessary to implement effective math instruction
According to Michael Schmoker the most important decisions come to what we teach, how we teach, and the use of authentic literature. He states that there is a greater need for focus (simplicity, clarity and priority) in education and that a dedication to these principles over time will create the school culture and climate that will create necessary change. (Schmoker, chapter 1).
The hope is through the blog to create a simple and clear plan to bring about the highest achievement possible for all students at Esperanza and help us prioritize an appropriate timeline to watch this progression and make the best decisions.
The following topics must be considered to implement such a plan:
A Teacher Education
B Teacher Support
C Staying tightly aligned to the core
D Pre- / Post- Assessments
E. Performance Tasks / Assessments
F. Benchmark Assessments
G. :Formative Assessments
H. Student Self-Assessments
I. Progress Monitoring
J. Tight Alignment of Curriculum, Instruction, and Assessment
K. Daily Use of the 8 Mathematical Practice Standards
L. Vertical / Horizontal Alignment of Curriculum (teacher to teacher, year to year, K-6th math concepts progressions.)
M. The Upkeep of Basic Skills
N. Tier I, II, III Plan
O. Team / Individual Lesson / Unit Planning
P. Instructional Decisions Based on Student Data
Q. Complete Student Understanding (CPR: Conceptual, Procedural, Representational Understanding)
R. PLC Cycles w/ Math
S. Change in Pedagogy = Focus on Theory (the Why of math) and then the Application and Integration, Not just the Procedure of mathematics
T. Other Dual Immersion Support
U. Other Support for Children in Poverty
V. Bridging to English / Vocabulary Support
