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Hands on Activities
    that Buzz!

   Amy Serda-King
  The Learning Buzz
amy@thelearningbuzz.com
Musical Meet
• On an index card, write your name and email
  address.
• On the reverse side of the index card, reflect on
  the following questions/sentence stems:
   – What is academic language?
   – Give an example/non-example of students
     engaged in deep discussions about
     mathematics?
   – One thing I hope to learn today is…
What to say instead of
                “I don’t know”
• Accountable Conversation Questions
  –May I please have more information?
  –Will you please repeat the question?
  –May I please ask a friend for help?
  –Will you please rephrase the question?
  –May I please have some time to think?
Let’s Jump In!
Introductions

What is Academic Language & Discourse?

Relational Understanding
Experience Hands on Math Activities

Ticket Out!
Today is about…

“Learning to create multiple
classroom opportunities for students
to acquire the academic language in
the math classroom through
discourse.”
What type of language does a student need to be
                   successful in school?

                                       Social
                                     Language
                                       in L2

                                    Academic
                                    Language
                                   Proficiency
                                      In L2

Cummin’s Theory of SLA
Defining Discourse

      Discourse is described as a way of
        representing thinking, talking,
        agreeing and disagreeing. The way
        ideas are exchanged and what the
        ideas entail and as being shaped by
        the tasks in which students engage
        as well as by the nature of the
        learning environment.

                   » NCTM Professional Standards, 1991
Relational Understanding



Focus on relational    Focus on
   understanding          instrumental
- Multiple links to       understanding
  connect existing     - Endless list of
  conceptual webs to     isolated skills,
  new ideas              concepts, rules, and
                         symbols
- Knowing what to do   - Doing without
  and why to do it       understanding
                                    Richard Skemp, 1978
Multiple Representations
• Comparing
  Whole
  Numbers in a
  Conga Line       Math
                 Connection
• Who is the
  tallest person
  at your table?
COMPARE
Objectives
• I can use place value to compare whole numbers.
• I can demonstrate listening comprehension by
  participating in a conga line activity.
Base Ten Blocks
Place Value




Ones
Place Value




         Tens
Place Value

        Hundreds
Greater Than




     >
Less Than




   <
Vocabulary Alive
•   Compare
•   Ones
•   Tens
•   Hundreds
•   Greater than
                   The word is
                   ___ and it
•   Less than
                   looks like this…
Create the Greatest Number



2        6         5
Create the Greatest Number
Hundreds   Tens      Ones



 6         5         2
1) Select three cards
2) Create the greatest number using
  base ten blocks
3) Compare your number
  with a partner and say:
  My whole number is…
4) Raise your hand if
  you have the             Create the
  greatest number       Greatest Number
  and say:
  I have the greatest
  number!
It’s Time to Conga
• My whole number is…

• I have the greatest number.
Conga Line
• Comparing Whole Numbers
  – Content Objective:
     • I can use place value to compare whole numbers.

  – Language Objectives :
     • I can demonstrate listening comprehension by participating in
       a conga line activity.
What language opportunities surfaced within the
                  activity?

Listening    Speaking      Reading      Writing
Reflection
  Time
Hands On Math
 Activities that
     Buzz!
Math Activity Reflection
                Math Center Group Reflection

Language Skill            L, S, R, W
What language
opportunities surfaced
within the math activity?
What instructional
techniques were
integrated within the
activity that supported
student discourse?
Questions or
Comments…
Ticket Out



                  One thing you      One thing that is
One thing you
                 are going to try      still circling
squared with                        around your mind
    is…               is…                   is…
Thank you for your
   thinking!!!
• Amy Serda-King

amy@thelearningbuzz.com

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13 hands on-activities_buzz_final

  • 1. Hands on Activities that Buzz! Amy Serda-King The Learning Buzz amy@thelearningbuzz.com
  • 2. Musical Meet • On an index card, write your name and email address. • On the reverse side of the index card, reflect on the following questions/sentence stems: – What is academic language? – Give an example/non-example of students engaged in deep discussions about mathematics? – One thing I hope to learn today is…
  • 3. What to say instead of “I don’t know” • Accountable Conversation Questions –May I please have more information? –Will you please repeat the question? –May I please ask a friend for help? –Will you please rephrase the question? –May I please have some time to think?
  • 4. Let’s Jump In! Introductions What is Academic Language & Discourse? Relational Understanding Experience Hands on Math Activities Ticket Out!
  • 5. Today is about… “Learning to create multiple classroom opportunities for students to acquire the academic language in the math classroom through discourse.”
  • 6. What type of language does a student need to be successful in school? Social Language in L2 Academic Language Proficiency In L2 Cummin’s Theory of SLA
  • 7. Defining Discourse Discourse is described as a way of representing thinking, talking, agreeing and disagreeing. The way ideas are exchanged and what the ideas entail and as being shaped by the tasks in which students engage as well as by the nature of the learning environment. » NCTM Professional Standards, 1991
  • 8. Relational Understanding Focus on relational Focus on understanding instrumental - Multiple links to understanding connect existing - Endless list of conceptual webs to isolated skills, new ideas concepts, rules, and symbols - Knowing what to do - Doing without and why to do it understanding Richard Skemp, 1978
  • 10. • Comparing Whole Numbers in a Conga Line Math Connection
  • 11. • Who is the tallest person at your table?
  • 13. Objectives • I can use place value to compare whole numbers. • I can demonstrate listening comprehension by participating in a conga line activity.
  • 16. Place Value Tens
  • 17. Place Value Hundreds
  • 20. Vocabulary Alive • Compare • Ones • Tens • Hundreds • Greater than The word is ___ and it • Less than looks like this…
  • 21. Create the Greatest Number 2 6 5
  • 22. Create the Greatest Number Hundreds Tens Ones 6 5 2
  • 23. 1) Select three cards 2) Create the greatest number using base ten blocks 3) Compare your number with a partner and say: My whole number is… 4) Raise your hand if you have the Create the greatest number Greatest Number and say: I have the greatest number!
  • 24. It’s Time to Conga • My whole number is… • I have the greatest number.
  • 25. Conga Line • Comparing Whole Numbers – Content Objective: • I can use place value to compare whole numbers. – Language Objectives : • I can demonstrate listening comprehension by participating in a conga line activity.
  • 26. What language opportunities surfaced within the activity? Listening Speaking Reading Writing
  • 28. Hands On Math Activities that Buzz!
  • 29. Math Activity Reflection Math Center Group Reflection Language Skill L, S, R, W What language opportunities surfaced within the math activity? What instructional techniques were integrated within the activity that supported student discourse?
  • 31. Ticket Out One thing you One thing that is One thing you are going to try still circling squared with around your mind is… is… is…
  • 32. Thank you for your thinking!!! • Amy Serda-King amy@thelearningbuzz.com