This document discusses strategies for teaching English Language Learners (ELLs) in mathematics classrooms. It focuses on using visuals like pictures and diagrams, hands-on manipulatives, and interactive activities. The Sheltered Instruction Observation Protocol (SIOP) model is emphasized as it incorporates these strategies and is described as "just good teaching." Diagrams are especially important for helping ELL students visualize complex math topics. An example function table is provided. Using tools like the SMART notebook allows teachers to model note-taking and present information visually. Formative assessments like Kahoot quizzes are also recommended. Google slides are highlighted as a convenient lesson planning tool that incorporates multimedia and encourages student engagement.

1. Tech Module #3
Eric Gell
8th Grade Mathematics

2. Topic
English Language Learners in Mathematics

3. Strategies for Teaching ELLs
We spoke about many different strategies
during the semester having to do with
the most effective ways to teach ELL
students in the classroom including the
use of pictures, manipulatives, and other
interactive activities. The video here
shows visuals of these strategies in
action.

4. The SIOP Model
Our focus was heavily rooted in the SIOP model for teaching ELL students, and
non ELL students for that matter. We reviewed and saw all different lessons of
teacher using the SIOP model in their classrooms and reflected on the effect it
had on their lessons. Follow the link here to learn more about the SIOP model
and why it is “...just good teaching.”

5. Diagrams in Mathematics
ELL students benefit from the use of visuals
in the classroom which is no different from
students who are native english speakers.
Mathematics requires thinking and
visualization of complex topics which can
be difficult for any student. There is no
shame in a student asking their instructor
for a diagram and the instructor providing
ample diagrams in their lessons, like the
one seen here are key to the students
learning and comprehension of the topic.
Function domain and
range chart
f(x)= 3x^2 + 15
x (inputs=domain) y => f(x) (outputs=range)
1 18
2 27
3 42
0 15
-1 18
-2 27
-3 42

6. Using the SMART Notebook
Taking notes as a class is the time when diagrams can be
presented for students to use with in class problems but
also on their homework and in independent practice. It
is also a time in class when students can interact with the
information being presented by copying it in a way they
they understand while the teacher presents it. Using the
SMART notebook gives the students a look into how the
instructor takes notes and makes notes which can help
students think about how they take notes and process
the information in a different way. Here you can see how
I, as an instuctor, think about functions and how I
present them to the class.

7. Kahoot
As a quick formative assessment, test your knowledge of ELLs in mathematics
via this Kahoot Quiz

8. Reflection
The use of Google slide bring convenience to lesson planning and teaching while also eliminating the need to
remember or rely on one specific piece of technology. Seeing as google is all online there is never an instance where a
computer crash will also cause your lesson to crash as well since all google slides and documents can be accessed from
any computer. Using google slides, different mediums can be incorporated into a lesson presentation such as videos and
charts, as we saw in this presentation. Slides also give great opportunities to stop, check in, and promote curiosity about
the topics being learned by including break slides for questions or posing questions to prompt students thinking about
the lesson and how the topic can be applied to day to day life. The more students can relate to a lesson, the more they will
take away from it. Though the characteristics of google slides listed above are all clear benefits, there are also downsides
to using it (downslides if you will) such as students simply copying what is written in the slides instead of trying to
process the ideas and writing them in their own words, which takes an opportunity for meaningful comprehension and
turns it mindless. Unfortunately, the only thing I can do to combat this is lecture at them with no notes on the board or
strongly encourage students to not just copy what is on the board and think about the topics and write down what they
feel they should write down in the format that works best for them, which for some students, may be just copying what I
have written.