During the "We Do" part of the lesson, the teacher solves a problems or completes an example and then the students have the opportunity to complete additional problems following the steps explained by the teacher. For our multilingual learners, this portion of the lesson can be too reliant on teacher talk. Many times in an effort to help students "get it" (math or academic language), a teachers explain or show their thinking rather than having the students do the work. Instead of "We Do" , let's restructure the time as "Students Do". Tasks or activities can be designed to provide multiple entry points & use comprehensible input in order to get students to "do the math". If language support is needed then differentiated based on language proficiency can be provided. Students can have the opportunity to use a variety of tools/manipulatives rather than just one tool. Students can work with a partner or in cooperative group. This shift in instruction will lead to students completing less problems/tasks, but the quality of the mathematical thinking will increase.
(Part 3 of this post continues next month)
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