『Season 4 | Episode 17 – Jana Dean & Heather Byington, Supporting Multilingual Learners During Number Talks』のカバーアート

Season 4 | Episode 17 – Jana Dean & Heather Byington, Supporting Multilingual Learners During Number Talks

Season 4 | Episode 17 – Jana Dean & Heather Byington, Supporting Multilingual Learners During Number Talks

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Jana Dean & Heather Byington, Supporting Multilingual Learners During Number Talks ROUNDING UP: SEASON 4 | EPISODE 17 What might it be like to engage in a number talk as a multilingual learner? How would you communicate your ideas, and what scaffolds might support your participation? Today, we're talking with Jana Dean and Heather Byington about ways educators can support multilingual learners' engagement and participation during number talks. BIOGRAPHIES Heather Byington has taught all grade levels over the span of her 27-year career as a bilingual public educator. She currently teaches middle school mathematics and English language support classes in Lacey, Washington. She is also a student at Washington State University pursuing a PhD in Mathematics Education. Jana Dean currently serves as CEO of the Mathematics Education Collaborative and supports a fantastic team of middle school math teachers in North Thurston Public Schools. Her research focuses on the intersection of content learning and language learning. RESOURCES Judit Moschkovich research Math Between Us blog "Number Talks: A Whole Class Routine for Learning Language for Learning Mathematics" article Mathematics Education Collaborative website jdean@mec-math.org Jana Dean email TRANSCRIPT Mike Wallus: Welcome to the podcast, Jana and Heather. I am so excited to be talking with you both today. Jana Dean: Good morning. Yeah, thanks for having us. Heather Byington: Thanks so much for having us. Mike: Absolutely. Jana, before we begin talking about the ways that teachers can support multilingual learners during number talks, I wonder if you can offer a working definition that would help educators visualize what a number talk actually looks like. Jana: Yeah, I'd be happy to do that. A number talk in terms of how we worked with the routine in this project consisted of the teacher providing some sort of visual prompt, starting either with a visual pattern of dots or a computation problem. And then the students get wait time, time to think about how they might solve that problem. And then as they share their strategies, the teacher records and asks them questions about their reasoning for why they approached the problem in the way that they approached it. The teacher creates what I like to think of as a visual mediator of student ideas. So the students' ideas become visible as they share them. So children who are listening can listen to the dialog or conversation between the person sharing and the teacher, but the ideas actually become visible as they're being shared. And the teacher always verifies with the student whether or not they've been understood. And the goal is not for the student to be right, but for the teacher and student to understand each other. Mike: That's really helpful. Heather, is there anything else you'd add to that? Heather: In terms of the way that we worked with it with multilingual learners and increasing their opportunities for engagement in the routine, we always gave them an option of talking to a partner and rehearsing their answer before they volunteered to share with the whole group. We prioritized calling on multilingual learners if they volunteered. And we also did a final reflection at the end. So those were some enhancements that we added onto the routine. Mike: I think that's really helpful and I'm excited to talk a little bit more about the details of those, Heather. One of the things that really struck me as we were preparing for this conversation was reading about the ways that some of the multilingual learners you worked with, how they described their experience during number talks. And it helped me to see the experience from their perspective and rethink some of the ways that I'd facilitated number talks in the past. And I'm wondering if you could share a bit about some of the feelings students told you that they were experiencing. Jana: Yeah. One of the things we suspected before we started was that as a language learner myself, talking about ideas that you're just forming in a language you're in the process of learning can be really intimidating. It's very challenging. So they were nervous. And when I interviewed fourth graders about their experience in number talks, even facilitated with language acquisition in mind, they talked about how much courage it took them to share their ideas. They also talked about and could very keenly remember moments when they had made a contribution that their teacher made use of or a time when they made a contribution that another student made use of later. So there was a lot of pride they felt in having shared their ideas once they found ways to do that. They also talked about how much easier it was to share our ideas than it was to share my idea. And so if, for instance, we had given them the opportunity—and like Heather said, we almost always gave them the opportunity to talk with a partner—they would often share using the pronoun ...
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