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Make Math Moments Academy Forums Community Discussion Water Cooler Differentiating to reach all students

  • Differentiating to reach all students

    Posted by Maria Lomeli on March 18, 2020 at 1:25 am

    It’s very challenging to have to teach Math in English when not all my students understand English completely. On top of the language barrier, the students are at all different levels. How do you find activities where they can all participate and be challenged?

    Maria Lomeli replied 2 years, 8 months ago 3 Members · 3 Replies
  • 3 Replies
  • Jessie Fries-Kraemer

    March 18, 2020 at 9:30 am

    My first instinct is to say that the more visual you make the math, the more likely a wider variety of students will be able to access the material. Also, it seems so key that students be the ones talking/reasoning/demonstrating so that they are concurrently developing the language skills as they are doing the math. The less the teacher talks the better because it means that students are finding the ways to communicate their problem solving and mathematical understanding. I think the issue you bring up is very challenging but I think it is a great lens to approach your important work.

  • Ali Pravda Haas

    March 18, 2020 at 3:02 pm

    We are language teachers as well as math teachers 🙂

    Support: Word walls, text-friendly resources/questions (e.g. fewer words, less academic language), more visual cues when you are talking, textual cues in your questions/resources, etc.

    Tasks: “just the math” questions (i.e. less words, like “open middles” or diagrams with unknowns)

  • Maria Lomeli

    March 19, 2020 at 10:04 pm

    Thank you for the great suggestions. That is the one thing I need to get better at – talking less and allowing my students to do the explaining.