Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
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
13. Objectives
• I can use place value to compare whole numbers.
• I can demonstrate listening comprehension by
participating in a conga line activity.
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.
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?