The purpose of this assignment is to self-assess your learning dur.docx

The purpose of this assignment is to self-assess your learning
during the first four weeks of the course.
Evidence of your learning may include new writing as well as
paraphrasing entries ( do not cut and paste from the discussion
board) from your math journal or your posts (in the Learner's
Support Forum, weekly posts, and responses to posts).
1. Growth in your mathematical thinking
2. New perspectives you have on teaching and learning
mathematics
3. Ways in which you have supported your colleagues in their
learning and have deepened on-line conversations
4. Describe how you will incorporate ideas you have learned in
this course from the past four weeks into your classroom. Be
sure to address the following topics: Multicultural Classrooms,
Discrimination and bias, and Learning Environments.
· Create a concise self-assessment document using word
processing software (e.g. Microsoft Word). Your document
should be a minimum of 3 pages long (including examples) no
more than 4.III. GRADING RUBRIC
Assignment Requirement
Points Possible
Include at least two strong pieces of evidence for all three
criteria of self-assessment
9
Include a detailed explanation describing how each piece of
evidence demonstrates the criteria
9
Description of how concepts from # 4 ( above) will be
incorporated into your teaching
10
Paper is well-written and organized
2
TOTAL POINTS POSSIBLE: 30
All the posts to use for the assignments

In reading through the selected articles, I found that both
Mathematics: Strategies for Teaching Limited English
Proficient Students and Equity for Language Learners provided
a comprehensive summary of considerations, accommodations,
and strategies that teachers can utilize when teaching English
language learners in their classrooms.
Two important points that I took away from the article Equity
for Language Learners focused on identifying language goals
and structuring language activities within the mathematics
classroom. Both of these points were focused on in great detail
in my SEI Endorsement course. As teachers, we need to
understand the great deal of language that is associated with
mathematics in order to structure appropriate learning
experiences for our ELL students. The article discussed
identifying language goals in addition to content goals. Having
practiced this through my last course, I have found that this
strategy really helps me to clearly identify how I want my
students to express their understanding of content knowledge.
As the article discussed, pairing content and language
objectives helps teachers to identify the language structures that
students need to display their understanding. When writing
language and content objectives for my lessons, I try to make
the languages objective mirror that content objective as closely
as possible. The main difference between the two objectives is
that the content objective focuses on what students will learn
and that language objective focuses on how they will display
their knowledge. For instance, here are content objectives and
differentiated language objectives from a recent lesson that I
completed with my 4th graders in the past:
Content Objective: Students will identify the place and value of
a digit through the hundred thousand place value.
Language Objectives:
1. Students will state the place and value of a digit through the
hundred thousand place value.
2. Students will write the value of a digit through the hundred
thousand place value in standard form.

3. Students will write the name of the place of a digit through
the hundred thousand place value.
Differentiated Language Objectives:
4. Using a provided sentence frame, students will state the place
and value of a digit through the hundred thousand place value.
5. Provided a reference chart, students will write the value of a
digit through the hundred thousand place value in standard
form.
6. Using a provided sentence frame, students will write the
name of the place of a digit through the hundred thousand place
value. (i.e. In 5,467, the digit 4 is in the hundreds place).
This article also discussed the tremendous impact sentence
frames can have on developing content and language knowledge
for ELL students. In my classroom, I have begun to use
sentence frames across both ELA and mathematics lessons. In
doing so, I have found that the use of a sentence frame provides
students with a predictable structure that they can use to express
content specific ideas. Students can focus more upon content
when they are not overwhelmed by language structure. Sentence
frames encourage the appropriate use of content area
vocabulary. My ELL student is able to access and express
lesson material to a much greater degree when the language
tasks are appropriately scaffold.
I think that the article Mathematics: Strategies for Teaching
Limited English Proficient Students provided a solid overview
of the stages of language acquisition and the types of language
proficiency to consider when working with limited English
proficient students in our classrooms. The article’s discussion
of BICS vs. CALP (Basic Interpersonal Communication Skills
and Cognitive Academic Language Proficiency) identified the
variety of language and cultural challenges ELL students can
face when entering US schools for the first time. One important
piece of information that I took away from this article was that
ELL students are not just learning a new language, they are
learning a new culture and that culture is intertwined in the way
academic material is presented in school.

I also think that the article’s discussion of misconceptions about
language learners provided valuable insight as to the challenges
that LEP students can be facing even when they appear to be
English proficient. This portion of the article made me think of
the variety of proficiency levels that ELL students can have in
reading, writing, listening, and speaking. For instance, my ELL
student is fluent in spoken English, but his reading and writing
is extremely limited. This website:
http://www.wida.us/standards/CAN_DOs/ provides descriptions
of what students can do at each of these proficiency levels as
well as ideas for differentiating instruction (proficiency levels
are based on an annual ACCESS assessment). Even if your
student hasn’t taken the ACCESS test, I think that the
descriptors can be helpful in identifying what ELL students in
your classroom may be able to do and what language constructs
that may be working towards.
This website also has a wealth of information on teaching ELL
students and how to appropriately structure language
experiences in the classroom. This link:
http://www.wida.us/resources/ will bring you to a series of
bulletins while this link http://www.wida.us/ will bring you to
the WIDA home page. (Just in case anyone wants additional
information!)
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Group 3: Monfort, Myers, Norder-Pagan, Prasad, Ribolini
Post:
RE: Group 3: Monfort, Myers, Norder-Pagan, Prasad, Ribolini
Author:
Access the profile card for user: Nerlande Monfort Nerlande
Monfort
Posted Date:
July 23, 2014 7:12 PM
Status:

Published
If you examine the template used, how many different profiles
might you see in a typical classroom?
Examining the template, I think that there could potentially be
16 different profiles of students within a typical classroom.
However, based upon my knowledge of language development, I
think that some of the profiles would be more likely to occur
than others.
In considering different profiles that could be represented by
the template…
Are there categories of proficiencies that might benefit from the
same type of intervention, and if so, what are they?
Or, does every profile need an individual, proscribed
intervention? Explain your thinking.
I think that a balance between common and specialized
interventions is the most appropriate way to create lesson
accessibility within a classroom. All students can benefit from
accommodations/interventions such as explicit strategy
instruction (i.e. how to solve multi-step word problems), pre-
teaching key vocabulary/concepts, and direct skill instruction
(i.e. how to solve multi-digit multiplication problems using the
standard algorithm). Presenting information in multiple ways
and providing students with multiple approaches for problem
solving is beneficial to all students. I also think that students
with different category profiles can benefit from similar types
of interventions that may not be necessary for all general
education students. For instance, a student who has difficulty
recording written calculations as a result of fundamental
language differences between his/her native language and
English (i.e. different writing direction, or different
organization of writing on a page) may benefit from the use of
graph paper, or number sentence frames when completing
written calculations. This type of accommodation would also
benefit a Special Education student with visual-spatial
difficulties. We could also consider an ELL student who
benefits from the use of a word/concept bank because of his/her

limited proficiency with academic language. This student would
benefit from a word bank in incorporating academic terms into
his/her written and oral explanations. This accommodation
would also benefit a student who has short-term memory
deficits or language retrieval difficulties as a result of a
communication disability. At the same time, some
accommodations may only be appropriate for specific students.
For instance, an ELL student from Russia with limited English
proficiency may benefit from the use of an English-Russian
dictionary, or a chart comparing numbers written in English and
in Russian. Unlike the other accommodations described above,
other students in the classroom would not benefit from this
accommodation (because they do not necessarily speak
Russian). In summation, some interventions and instructional
techniques will be beneficial for all students, while other
interventions should be more student specific. The key with
incorporating interventions and accommodations into our
lessons appropriately is knowing and understanding the needs of
the students we have in front of us.
In considering the presented problem about Juan and his
brownies…
1. For what grade level do you suppose this task is appropriate?
I think that students could begin to work towards solving this
problem in fourth grade. Parts (a) and (b) would be appropriate
for 4th grade students to solve. Fourth grade students learn
concepts of factorization and division that could be beneficial in
solving this problem. (i.e. they learn how to list all factors of a
number and they continue to develop the concepts of division
that they were exposed to in third grade). The reasoning
required in this problem would also be appropriate for fourth
graders beginning to develop their problem solving abilities for
multi-step word problems. While this problem may be
challenging for some students in fourth grade, I think that it
would be a beneficial problem to work through with students as
a class.
Part (c) would be more challenging for fourth grade students

due to calculations with monetary values and division. I think
that part (c) would be more appropriate for students in middle
school grades. I could also see students working more
independently to solve this problem in 5th (possibly), 6th, or
7th grade.
2. In which category (ies) of the template would you expect
students to display difficulty?
Depending upon the students in a particular classroom, I would
expect that students could potentially experience difficulty with
this task in any of the areas on the template.
Spoken/Oral Language: Students with limited spoken/oral
language skills may have difficulty with the wording of the
problem, or with specific mathematical terms. Potentially
challenging words could include: dozen, package, spent,
ingredients, determine, charge, and profit. While the word
dozen is a mathematical term that students may be unfamiliar
with, the words ingredients and determine may be difficult for
students to understand, or decode while reading the problem.
Other words such as spent, package, charge, and profit could be
difficult for students because of their potential for multiple
meanings (i.e. package can be an action, or it can be something
you receive in the mail). Additionally, students with spoken or
oral language difficulties may have a difficult time
comprehending the written or spoken problem. Background
knowledge of some ELL students may be limited and some
students may not have a complete understanding the concept of
a bake sale. Students with limited spoken/oral language skills in
their native language may not have a repertoire of background
knowledge to connect to the new terms being presented through
the problem. Students with spoken/oral language deficits in
English may have difficulty comprehending the problem, or may
not be able to clearly/accurately express their ideas using
English language.
Written/Symbolic: Students with limited skills in
written/symbolic language may have difficulty recoding
calculations and reasoning to assist them in working through the

problem. These students may have difficulty reading and
comprehending the presented word problem as a result of
relative specific weaknesses in their knowledge of written
language. Students with limited written/symbolic language may
not be able to record the specific mathematical calculations (i.e.
number sentences, symbols (x, =, /, $), or numerals) in order to
appropriately solve the problem. These students will have
difficulty answering the presented questions on paper through
recording their solutions and thinking for others to read. These
students may also experience difficulty with recording and
calculating monetary values (i.e. $5.40, or $5.40/36).
3. If a student had difficulty in the written mathematical
category, what intervention might you identify to move the
student to proficiency?
Specific interventions and accommodations could assist a
student with limited written/symbolic language skills in
completing this task. Interventions/accommodations include:
- Use of a vocabulary word wall with visual representations of
key terms
- Place value chart for writing monetary values
- Number strip/reference sheet for writing numerals
appropriately (show direction, numeral formation)
- Sentence frames and equation frames to assist with written
calculations and expressions (i.e. ____ x ____ = ______, or,
“Juan should put _______ brownies in each bag because
__________”).
- Use of a table to organize written information
Number of Bags Number of Cookies in Each Bag Total Number
of Cookies
- Direct instruction on writing and performing mathematical
calculations (i.e. multiplication, division, monetary
calculations)
- Visual models and manipulatives
- Explicitly connect written and spoken language
- Allow students to express thoughts orally before recording in
writing

- Use of a reference sheet with key terms and models of
recorded calculation procedures
- Use of a word bank for written explanations
- Recorded list of pre-taught vocabulary
- Graph paper for written calculations
- Checklists for completing multistep calculations
- Problem solving checklist
4. How might you proceed in making this task accessible to
each and every student including ELL students, SPED students,
and regular education students?
In order to make this task accessible to every student in my
mathematics classroom (ELL students, Special Education
students, and general education students) I would first pre-teach
important vocabulary and terms. I would ensure my students had
a knowledge of a strategic problem solving process, and that
they understood the necessary mathematical concepts needed to
solve this problem (i.e. can the students complete calculations
with money, multiply, and divide). Then, I would review the
problem with the students. I would most likely provide the
students paper copies of the prompt, as well as project a larger
version of the question onto the white board. I would read the
prompt aloud with students and pause to discuss the language
and phrasing of the prompt. This will provide multiple means by
which the students can access the information within the
presented problem. Together, we would set up the problem as
though we were going to work through a four-step problem
solving process (Understand, Plan, Solve, Look Back). As a
group, we would identify important information within the
problem (underline it), circle the questions we need to ask, and
identify the number of parts we need to answer (number them). I
would then, most likely, allow some students to work on the
problem independently, while others worked in small groups
(based on the level of support needed). All students would also
be provided with supports such as those described in question
three above as they were needed. Following the solution
process, I would put students in groups, or pairs to share and

discuss their solution methods. Groups could then debrief by
sharing their ideas with the class.
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Thread:
Post:
Author:
Monfort
Posted Date:
July 23, 2014 6:56 PM
Edited Date:
July 23, 2014 6:59 PM
Status:
Published
1. How might you describe this student's strengths and
weaknesses?
Since there are no marks or notes in any of the four quadrants
for Student 1’s diagram, I am led to believe that this student has
not yet developed oral or written proficiency in their ability to
explain mathematical concepts in either their primary language,
or in English.
2. What interventions might you consider to move this student
to proficiency in all four areas?
In order to assist this student in moving towards proficiency in
all four areas, I would first focus on developing the student’s
ability to orally identify and explain mathematical concepts. I
would most likely focus on providing structured vocabulary
instruction paired with repeated opportunities for listening and
speaking. Visuals, explicit examples, and word reference charts
would assist this ELL student in developing familiarity with the
language of mathematics. Direct content instruction paired with
well scaffolded language opportunities would assist this student

in developing his or her oral proficiency. Many hands on
experiences would assist this student in developing
mathematical content knowledge and the language associated
with it. After this student developed oral proficiency in
identifying and explaining mathematical concepts, I would
provide the student with additional opportunities that paired
listening and speaking with reading and writing. Sentence
frames, number charts, and written examples of mathematical
symbols and number sentences would assist this student in
developing written proficiency in mathematics.
3. How might the interventions you described above change if a
different student's profile was represented in the grid below?
If this student’s grid displayed oral and/or written proficiency
in his/her primary language, my instruction would be more
tailored towards accessing that prior knowledge. A student who
understands and is able to explain mathematical concepts in
his/her native language will most likely be able to develop oral
and written proficiency in English at a faster rate than a student
who does not possess such background knowledge.
Interventions for this student would focus upon connecting
concepts from the student’s native language (i.e. words,
symbols, numerals) to concepts in English. I would use visuals,
conversion charts, and word lists to help make these
connections.
If this student showed oral proficiency in English, but did not
show any proficiency in his/her primary language, I would focus
my instruction upon developing the students writing abilities in
English. Direct instruction and accommodations such as
sentence frames, word banks, direct vocabulary instruction, and
written examples of calculations would assist this student in
developing written proficiency in English with respect to
mathematical concepts.
Student 2
1. How might you describe this student's strengths and
weaknesses?
The single check in the upper right-hand quadrant of the

diagram indicates that this student is proficient in his/her ability
to orally express mathematical concepts and ideas in English.
The fact that no boxes on the left side of the diagram are
checked indicates to me that this student is not proficient at
orally or symbolically expressing mathematical content
knowledge in his/her primary language. The fact that the lower
right-hand quadrant is not checked indicates to me that this
student is continuing to develop his/her ability to express
his/her understanding of mathematical concepts in writing. This
student is not yet proficient at expressing mathematical
concepts symbolically in English.
2. What interventions might you consider to move this student
to proficiency in all four areas?
I would focus on developing this student’s abilities to express
mathematical concepts symbolically in English. I would
incorporate interventions that drew upon the student’s strengths
in oral expression. I would provide for opportunities that paired
listening and speaking with reading and writing mathematical
content. Pairing oral and written activities would help this
student to internalize the symbolism associated with the content
he/she is able to express verbally. I would also provide direct
instruction and accommodations such as sentence frames, word
banks, direct vocabulary instruction, and written examples of
calculations to assist this student in developing written
proficiency in English with respect to mathematical concepts.
Hands-on activities that paired calculations/problem solving
with written expression would assist this student.
3. How might the interventions you described above change if a
different student's profile was represented in the grid?
If this student showed oral proficiency in both his/her primary
language and in English, I would design instruction to draw
upon this student’s strengths. Word banks, example problems,
and instruction explicitly connecting oral and written language
would assist this student in developing proficiency in written
expression. I would also be careful to connect the student’s
knowledge from his/her native language to his/her developing

skills in English.
If this student had proficient written expression skills in his/her
native language, I would provide the student with visuals,
charts, and number strips to connect written symbols in English
to symbols and numbers in the student’s native language.
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Post:
RE: Group 3: Stacy Ribolini
Author:
Monfort
Posted Date:
July 20, 2014 11:27 PM
Status:
Published
Hi,
I also liked the strategy of using a dry erase boards for student
responses. I do this a lot in my classroom and find that it keeps
even the quietest students involved. Other strategies I have
incorporated are encouraging self advocacy strategies (i.e. a
student can ask, "Can you repeat that?", or "Can you come back
to me?" if they are unsure of an answer or response), giving
students a heads up before calling on them (i.e. "Kate, your turn
will be next"), or including some "easy" questions in
discussions that I know all students can answer.
nerlande
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Post:

Author:
Monfort
Posted Date:
July 20, 2014 11:25 PM
Status:
Published
Carie,
I like how you do not feel offended when a student is looking
down. Some students just need some redirection and some
students have a lot going on and calling them out is not the way
to get their attention," I couldn't agree with you more. Two
students that I currently have in my classroom will often look as
though they are not paying attention, but in reality they often
need to look a something less stimulating in order to process
complex auditory information. Other students may become
anxious when they are called on and may become more fixated
on being called out than upon the lesson at hand. Knowing the
students we have in our classrooms and all of their background
and history is so important. Very often, our response to student
behavior is specific to the child we have in front of us. Nerlande
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Post:
RE: Carrie's applications
Author:
Monfort
Posted Date:
July 20, 2014 11:17 PM
Status:
Published

I have found that engagement can be a powerful instructional
tool. Within my class, I currently have one particular ELL
student who can become easily frustrated and discouraged when
the language of a task is beyond his comprehension level. I have
found, however, that if the nature of the task is one that engages
him, he will often persevere through the challenges because his
interest in the activity outweighs his frustrations. Have you
found similar tendencies among your student population?
Nerlande
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Post:
Author:
Monfort
Posted Date:
July 20, 2014 11:16 PM
Status:
Published
Hi,
When reading your post, much of what you wrote made me
think of how we engage our students in the presented material. I
think that how we engage our students in learning activities is a
very important instructional strategy. Engaging all students
through cooperative learning, multi-sensory activities, and
multiple modes of expression and representation will help our
ELL students access the material they are presented with in
class.
Nerlande
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Thread:
Post:
Author:
Monfort
Posted Date:
July 20, 2014 11:12 PM
Status:
Published
Hi guys,
I selected Pieta's method as that which would provide the best
transitions to operating with algebraic symbols. In looking at
Pieta's partial products method, I immediately thought of using
a grid to multiply the partial products. This process works the
same in base ten as it does in multiplying polynomials.
You also discussed Julio's lattice method of multiplication.
Aside from the lattices to organize like terms, do you view the
Pieta and Julio's methods as the same? I hadn't thought this way
initially until reading your post, but now I am thinking they are
pretty much the same. I tend to find the lattice method of
multiplication a little more visually challenging than other
methods because of the diagonals, but after reading your post I
saw that it is essentially the way I apply the partial product
method in my classroom. Interesting how hearing something
explained a little differently makes you view it in a whole new
light! Nerlande
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Post:
Author:

Monfort
Posted Date:
July 20, 2014 11:09 PM
Status:
Published
Hi,
I thought that Pieta's method was the method that best lends
itself to algebraic arithmetic. In my classroom, we connect the
partial products method to the area model of multiplication in
order to assist students in multiplying each part of the first
factor by each part of the second factor. This could also be done
using polynomials. The image below shows two ways you could
use this same method with polynomials. I tend to like using the
grid method with my students because it helps to keep them
organized and ensures (mostly) that tey don't forget to multiply
one of the pieces. photo2.JPG
Nerlande
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Thread:
Post:
RE: Group 3: Equity- Stacy Ribolini
Author:
Monfort
Posted Date:
July 20, 2014 11:04 PM
Status:
Published
Hi Stacy,
I always believe higher expectations throughout a school or
system will have great impact. The idea of equitable not always
being equal is important for providing all of our students with

access to a high quality curriculum. Without appropriate
accommodations, some students will not be able to access the
same material as others. The key with accommodations,
however, is that we remember we are making material
accessible, not easier.
Nerlande
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Post:
Author:
Monfort
Posted Date:
July 20, 2014 11:02 PM
Status:
Published
Hi Elizabeth,
The statement from the reading about equitable not always
being identical really stuck with me. I find that this is a tough
concept for many children, as well as adults, to grasp. This is
true especially in an educational world of standardized
assessments where every child and teacher is being measured by
the same bar. I think that the degree of standardization among
assessments can make it difficult for teachers to remember that
not all students should be instructed in the same way.
Great job,
Nerlande
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Thread:

Post:
Author:
Monfort
Posted Date:
July 15, 2014 4:58 PM
Edited Date:
July 15, 2014 5:06 PM
Status:
Published
The NCTM standards for equity stressed the importance of high
expectations and support for all students. The predominant
message from this section that stuck with me after reading was
that equitable is not identical. This portion of the standards
discussed how all students deserve a challenging mathematics
curriculum with well-supported teachers and ample resources.
The NCTM also discussed, however, that equitable mathematics
instruction will not look “identical” for all students. Some
students require “reasonable and appropriate accommodations”
for access and attainment of high mathematics standards. I
particularly liked this portion of the reading because it
reminded me of conversations I frequently have with my
students regarding what is “fair.” I often tell my students that
fair is not everyone getting the same thing. It is a challenging
message to convey to elementary school children, but I try to
help them see that “fair” is everyone getting what they need to
be successful. The NCTM really touched upon this point within
this portion of the standards.
The section on equity also addressed teacher actions. Teachers
can communicate equity through notes, assignments, comments,
and student groupings. The opposite can also be true. This
portion of the standards reminded me that preconceived notions
about student abilities can lead teachers to unintentionally limit
students by keeping them from tasks it is believed that “they
can’t do.” I found that this portion of the standards related

heavily to last week’s discussions pertaining to structural
factors that can limit our students.
Learning
The NCTM standard for learning mathematics placed a heavy
emphasis on learning with understanding. This portion of the
standards focused heavily on connecting new and existing
information to promote student learning. The NCTM discussed
how conceptual understanding makes knowledge useable in a
variety of situations and circumstances while rote learning often
cannot be transferred from one situation to the next. The NCTM
also discussed the importance that learning tasks further
develop and deepen content knowledge in a meaningful way.
Furthermore, when learning tasks connect to prior knowledge
and foster inquisitive thinking, they are more engaging to
students and result in the deeper development of content
knowledge. In my mind, I connected this back to this week’s
discussion of engaging ELLs in the mathematics classroom.
When we help out students connect mathematics content to their
own knowledge, we increase the likelihood that they will retain
and be able to generalize the new information.
Assessment
The NCTM section on assessment discussed the importance of
assessment aligning with instructional goals. This portion of the
standards stressed that assessments be used as a tool for
instruction as opposed to an end measure of student knowledge.
The section discussed the importance of using a variety of
assessment types (formative, summative, informal observations,
student work samples). I strongly agreed with the NCTM
statement that educators should base decisions on a
“convergence of evidence based on multiple sources.” The
standard stated that in order to get an accurate picture of
student performance, teachers need to look at both formative
and summative assessments as well as classroom observations
and other performance tasks (i.e. portfolios, journals). I find
that in my classroom this is the case with all of my students.
When looking at the abilities of my students, I take their

performance on topic assessments as one piece of a larger
picture of their mathematical abilities; particularly because so
many of my students have difficulty with traditional assessment
tasks (i.e. paper and pencil tests/quizzes).
Mathematics Instruction and Academic English
The article concerning Mathematics Instruction and Academic
English discussed the importance of reducing the language
demands of mathematics tasks for English Language Learners.
Reducing language demands on academic tasks helps ELLs
focus on the implications of mathematics content without being
limited by their present level of English proficiency.
Suggestions for reducing language demands included pre-
teaching/discussing important vocabulary, including cognate
instruction in mathematics lessons, using flow charts and
graphic organizers, and avoiding the introduction of new
concepts and new vocabulary at the same time. From classroom
experience, I have found that the language of mathematics can
be extremely overwhelming for ELL student if lessons are not
properly introduced, or scaffolded. In order to set my students
up for success on a daily basis and provide them access to
challenging mathematics content, I must carefully consider the
language demands of the daily lessons as well as the demands
pertaining to mathematical concepts. When I provide them with
appropriate scaffolding (i.e sentence frames, pre-taught tiered
vocabulary, and visuals), I have found that they are more
engaged in daily lessons and more proactive about their
understanding of mathematics content.
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Thread:
Post:
Author:

Monfort
Posted Date:
July 14, 2014 5:07 PM
Status:
Published
1. Reading Direction: Directly instruct students on the direction
in which words are read in English. Discuss how different
languages sometimes read writing in other directions. Place an
arrow on the top of worksheets, or put a sticky note with an
arrow on the top of text pages to remind students to read from
left to right.
2. Writing Direction: Directly instruct students on letter and
numeral formation. Include letter and number strips on
classroom walls and student desks to assist with memory as to
the way numbers and letters are written in English. Provide
students with paired representations of English letters/numerals
and letters/numerals in their native language to assist with
representation and recall.
3. Periods vs Commas: Directly instruct students as to how
commas and periods are used when writing numbers in English.
Provide a two column chart to students comparing the same
numbers written in English and in their native language.
Discuss the differences between numbers such as 23.456 and
23,456 in English. Compare these numbers to numbers in the
student's native language. Reinforce the student's understanding
of mixed numbers vs. large numbers that are not mixed
numbers.
4. Metric System vs. Customary System: Provide classroom
investigations surrounding both the metric system and the
customary system. Examine different rulers and measuring
devices. Directly instruct students on the practices of converting
between the two systems. Provide students with visual examples
of items that represent units of measure in each system (i.e.
compare something that is one inch long with something that is
one centimeter long). Provide students with a conversion chart
to assist them with calculations in either system.

5. Monetary Differences: Provide students with an opportunity
to examine money from different parts of the world. Discuss the
visual similarities and differences of the coins and bills.
Provide students with price tag examples and visuals of how
much particular items would cost in different monetary systems
(i.e. a bag of chips would cost x dollars, y rubies, or z euros).
Also directly instruct students on qualities of the customary
system (i.e. how to read and write monetary values, the names
and types of bills/coins, how to convert from one type of
coin/bill to another (i.e. one dime is ten pennies)). Explicitly
contrast the student's native monetary system with the h us
system. Provide practice using and manipulating us money.
6. Differences in Computation: Identify explicit similarities and
differences between different computation methods. Highlight
underlying mathematical concepts that apply to both solution
methods. Have the student orally explain the different solution
methods aloud. Use visuals to display the conceptual
understanding associated with the algorithms.
Organizational Skills
Pertaining specifically to mathematics, ELL students could
benefit from:
- Instruction and strategies for reading and writing numbers
(left to right, with and without decimal points and commas) (i.e.
the use of place value charts)
- The use of graph paper for completing multi-digit arithmetic
and for completing algorithms that are solved differently in a
student's native language.
- The use of reference sheets for vocabulary and algorithm
procedures
- Checklists outlining a process for solving problems (i.e.
underline important information, circle the question, make a
plan, solve and label, check your work).
General organizational skills ELL students could benefit from
include:
- Direct instruction and strategies for organizing materials
(notebooks, folders, class notes)

- Use of an assignment book, or agenda
- Color coding information by concept
- Highlighting directions
- Visual/written schedules for day or class activities
- Checklists for assignments or class activities
- Breaking projects into smaller, more manageable parts
- Break down multi-step directions into smaller steps
- Strategies for identifying key words in directions and
questions
Tags: None
Thread:
Post:
Author:
Monfort
Posted Date:
July 14, 2014 4:46 PM
Status:
Published
In looking at all of the presented methods, I think that Pieta's
method (the partial products method) lends itself the most to
algebraic arithmetic. When I teach my students the partial
products method, I usually have them write each factor in
expanded form. In this method, each portion of the first factor
is multiplied by each part of the second factor. One factor (in
expanded form) is written across the top of a square divided
into four quadrants. The second factor (in expanded form) is
written down the left side of the square. Students then find the
partial products by using the square as a sort of grid system
where the value of each square quadrant is equal to the product
of its sides. This method is similar to the area model of
multiplication only the sides of the square do not need to be

drawn to scale.
This method lends itself particularly well to algebraic
arithmetic because the same process can be applied to
polynomials. The image below shows the process for solving the
problem 45 x 35 using the partial products method. The image
also shows the same method being used to find the product of
(3x + 1) and (4x + 3). Just as each part of the first product is
multiplied by each part of the second product when using the
partial products method in multiplying base ten numbers, the
same is true for multiplying polynomials. In the example, each
part of 3x +1 is multiplied by each part of 4x + 3. After finding
the partial products of (3x + 1) and (4x + 3), students can
combine like terms to find their resulting polynomial. This
process helps students become prepared to apply the distributive
property of multiplication through the use of the FOIL method
without using the visual of the grid.
photo.JPG
Tags: None
Thread:
Post:
Author:
Monfort
Posted Date:
July 14, 2014 4:27 PM
Status:
Published
As you are discussing a serious issue with a student and during
the discussion the student moves in closer and closer until you
feel uncomfortable?
My response to this situation would probably depend upon the
issue being discussed and the nature by which the student

moved closer. I have found that children all have different
senses of personal space and that their comfort level with
personal space can often change given a particular situation.
Some students may move closer during serious discussions to
hear the discussion better, or to eliminate that possibility of
other individuals nearby overhearing the discussion. Other
children may move away if they fear that they are getting in
trouble. Usually, if I feel a student entering my personal space
in a threatening, or non-threatening way, I adjust my own
position by turning, shifting, or moving from a seated to
standing position. Having something between you and the
student (i.e. a table, a chair, or even a worksheet to gesture to)
can often be helpful in maintaining personal space.
Occasionally, I will discuss maintaining personal space with
students when it is appropriate. With my middle school students
we talk about high-fives vs. hugs, or we think about “personal
space hula-hoops.” Although these ideas are not necessarily
appropriate for high school, my point is that sometimes
addressing personal space with students is appropriate,
particularly for students who have difficulty with social
situations/interactions.
You have lunch duty and notice a couple of middle school girls
holding hands...other students are making fun of the hand
holders?
My response here would probably depend upon how I came
upon the other students making fun of the girls. If I happened to
overhear the other students making comments, I would probably
quickly and briefly redirect the commenting and remind the
students that in school we always want to be speaking kindly of
others. In correcting this behavior, however, I would want to
make sure that I didn’t ultimately make the situation worse for
the two girls. Sometimes, direct teacher interference is not
always the best response. If the girls were not bothered by the
situation and the “making-fun” was only a passing comment, I
may not interfere at all. If the situation did not appear to be
something that would continue, I may just monitor the situation

from afar as to not draw additional attention to the girls. If the
girls came to me upset, however, I would mediate the situation
differently. I would probably have a conversation with the girls,
hear their perspectives, and then have a conversation with the
other students as well.
Did you know that ELL students often come from cultures that
have different norms about interacting with other people?
Through experience and through course study I have learned
that student from different cultures often interact with peers and
adults differently. I learned that individuals from different
cultures can have different tendencies with respect to eye
contact, personal space, hygiene, speaking volume, etc. While
some cultures maintain eye contact out of respect, other cultures
look down or away to convey the same. Knowing our students
and their cultural backgrounds has a great impact on how we
view our students’ behaviors and in how we respond to them.
Tags: None
Thread:
Hi everyone
Post:
RE: Hi everyone
Author:
Monfort
Posted Date:
July 13, 2014 11:31 PM
Status:
Published
I habe two certifications, one in math and one in French. I was
placed in french last year.
Tags: None
Thread:

Terminology
Post:
RE: Terminology
Author:
Monfort
Posted Date:
July 13, 2014 11:28 PM
Status:
Published
. I defined discrimination as "treating another individual
unfairly, or having negative thoughts towards another individual
because of the way they choose to live their life, or because of
who they are." Your definition summarizes mine.
Nerlande
Tags: None
Thread:
Terminology
Post:
RE: Carrie's RE: Terminology
Author:
Monfort
Posted Date:
July 13, 2014 11:25 PM
Status:
Published
I am in agreement with you; this activity was much more
challenging than I had initially thought. The process of
articulating all of the meanings and connotations associated
with these words was very challenging. I thought of it purely in
the sense of the other words that preceded it. The words
stereotype, bigotry, and prejudice definitely framed my
response for discrimination.

Tags: None
Thread:
Structural Factors
Post:
RE: Structural Factors
Author:
Monfort
Posted Date:
July 13, 2014 11:20 PM
Status:
Published
I think that curriculum can pose a challenge to student learning
when it is so structured that it cannot be modified to meet
student needs. Often times, it is the teachers that know their
students best. We know how they think, the concepts they
understand, and the challenges that they face. Following a
structured set of lesson templates will not always be the best
way to meet these needs. I think that curriculum needs to be a
balance of common standards and student driven decisions. In
my opinion, the teachers need to be the mediators between
where student needs meet curriculum standards. This however,
places a great deal of trust and confidence in the teachers
themselves.
Tags: None
Thread:
Structural Factors
Post:
Author:
Monfort

Posted Date:
July 13, 2014 11:17 PM
Status:
Published
At times, curriculum can be an extremely frustrating point of
conversation for me because I feel that so much of it out of
teacher control. The lessons and material that we need to cover
in our classrooms on a daily basis are frequently determined by
administration, and to a much greater degree, state and national
initiatives. I think that common curriculum and standards
among states are important because they ensure that all students
are taught and exposed to the same material; however, I also
think that to some degree teachers need to be allowed some
autonomy in the process of deciding what, when, and how
curriculum is covered. In my eyes, the key is a balancing act.
Tags: None
Thread:
Boot Straps
Post:
RE: Boot Straps
Author:
Monfort
Posted Date:
July 13, 2014 11:13 PM
Status:
Published
Hi Lisa,
I felt the same way as I was doing the activity such as how the
answer makes a big difference in the step back and forward. I
work in a high income are but about 95 percent of our students
are bused to the school, they are not from the area, i have seen
quite a lot going on with students. As educators we have a duty
to know and understand our students in orede to fully reach out

to them.
Nerlande
Tags: None
Thread:
Boot Straps
Post:
RE: Boot Straps
Author:
Monfort
Posted Date:
July 13, 2014 11:06 PM
Status:
Published
Hi Kristen,
I so agree with you, as humans being, sometimes we look at our
lives and think that we do have anything. If we take the time to
look at our neighbor, we will be surprised to see how much we
have in life.
Nerlande
Tags: None
Thread:
Early Memories
Post:
RE: Carrie's RE: Early Memories
Author:
Monfort
Posted Date:
July 13, 2014 11:00 PM
Status:
Published

Hi Carrie, I read a lot of early memories and we all have
something in common. The classes were quiet. i am wondered
back in the days, we did not have all these on different levels
like we have nowdays, I am not talking about inclusion . I
believe we al could agree on your table specially the NEED
ORDER section.
Nerlande
Tags: None
Thread:
Early Memories
Post:
RE: Early Memories
Author:
Monfort
Posted Date:
July 13, 2014 10:50 PM
Status:
Published
Hi Meghan,
That open space where you played sports was similar to my
school and I believe that was more effective than today's
playground. I remember when I was growing up, we used to
plan different sports every day. I also believed it was more
structured than free play as we have today.
nerlande
Tags: None
Thread:
MultiCultural website
Post:
MultiCultural website
Author:

Monfort
Posted Date:
July 13, 2014 3:33 PM
Status:
Published
According to Nieto and Bode (2008), multicultural education
“accepts and affirms pluralism” while simultaneously rejecting
“racism and other forms of discrimination” (p. 44). Therefore, a
multicultural website is one that encourages and promotes the
understanding of diversity while concurrently providing
knowledge and strategies for combatting racism, segregation,
prejudice, and other forms of oppression. When searching the
Internet for multicultural resources, I was presented with an
array of websites that provided information and services
pertaining to deepening the understanding of diversity. While
some websites were cluttered with information and
advertisements, I found that others omitted particular
subgroups, or focused only on particular aspects of diversity
such as race and culture. I selected the website Teaching
Tolerance (http://www.tolerance.org) for this particular
assignment because of its ability to address all aspects of
diversity in an organized and efficient manner. Furthermore,
Teaching Tolerance provides teachers and other community
members with differentiated resources that combat
discrimination and promote pluralism for all subgroups.
As described in the “About Us” section of the Teaching
Tolerance website, the project is, “dedicated to reducing
prejudice, improving intergroup relations and supporting
equitable school experiences for our nation's children”
(Southern Poverty Law Center, n.d.). The website focuses upon
encouraging tolerance, counteracting prejudice, and increasing
diversity awareness within our nation’s schools for all
individuals.
The Teaching Tolerance website stands out among other
multicultural websites in that it provides an organized, well-

structured, searchable database of information that addresses
diversity in relation to race, gender, culture, class, economic
status, language, sexual orientation, age, religion, and
disability. A visitor to the website can enter a specific term in
the search bar (i.e. sexual orientation) and be presented with a
collection of articles, resources, and activities that address
promoting understanding and equity with respect to the
identified subgroup. While some provided articles represent
recent studies and research findings, other resource materials
include cross-curriculum lesson plans and toolkits for teachers.
Handouts for parents are included among the provided
resources. Furthermore, search results can be filtered with
respect to additional criteria such as article type, grade level,
anti-bias domain, and subject. Lesson plans and classroom
resources are identified as aligning to specific grades and
content areas (i.e. Grades 6-8, English and Language Arts). The
searchable feature of this site makes it widely accessible to a
variety of audiences and simplifies the process of finding
information that is relevant to a specific audience or purpose.
Many other multicultural websites focused upon providing
direct services to schools such as workshops and seminars, or
provided additional links to external websites with information
pertaining to multiculturalism. Few websites offered the
presentation of a diverse assortment of information on their own
site that was presented in an organized, searchable manner.
Additionally, the toolkits, lessons, and other resources from
Teaching Tolerance have not cost to professionals in the
educational community. Unlike some of the other websites that I
found, the focus here is moved away from making a profit and
towards promoting equity and multiculturalism within schools.
Under the portion of the site entitled “Magazine,” site visitors
can access archived articles from past issues of the project’s bi-
annually published periodical. Articles provide an array of
information, activities and strategies that cover race, gender,
culture, class, economic status, language, sexual orientation,
age, religion, and disability. Within the Spring 2014 issue

alone, articles address strategies for teaching students to value
religious diversity, ways staff can understand the implications
of social-emotional learning, and how teachers can discuss
topics such as slavery and prejudice with students. Other
articles from past issues discuss a multitude of topics: best
practices for creating a LGBT school climate, the implications
for highlighting gender when we speak to our students, and
challenging language prejudices that can exist within the
classroom. Some archived issues include feature stories
pertaining to individuals with disabilities—a subgroup that was
frequently omitted from other multicultural websites.
A relative specific weakness in the content of this website was
its ability to address the understanding of diversity on a global
scale. The concepts of race, gender, culture, class, economic
status, language, sexual orientation, age, religion, and disability
were all addressed within the content of the website, but the
context under which they were examined pertained almost
exclusively to circumstances and people within the United
States. While some lessons and articles within the website
addressed historical events and cultural movements across the
globe; the predominate focus of this website was domestic
diversity, as opposed to that which can be found worldwide.
Nonetheless, since the focus of the website was upon promoting
the understanding of diversity within our nation’s schools, I was
not surprised to identify this as a relative specific weakness
within the content of the website. Overall, I found that this
website inclusively addressed the many aspects of diversity (i.e.
race, culture, gender, disability, etc.) in an organized and
accessible manner.
References
Nieto, S. & Bode, P. (2008). Affirming Diversity: The
sociopolitical context of multicultural education (5th ed.).
Boston, MA: Pearson Education, Inc.
Southern Poverty Law Center. (n.d.). Teaching tolerance, a
project of the southern poverty law center. Retrieved from
http://www.tolerance.org

Tags: None
Thread:
Structural Factors
Post:
Author:
Monfort
Posted Date:
July 9, 2014 7:17 AM
Status:
Published
I felt an immediate connection to two of the structural factors
discussed in this section.
Curriculum: At times, curriculum can be an extremely
frustrating point of conversation for me because I feel that so
much of it out of teacher control. The lessons and material that
we need to cover in our classrooms on a daily basis are
frequently determined by administration, and to a much greater
degree, state and national initiatives. I think that common
curriculum and standards among states are important because
they ensure that all students are taught and exposed to the same
material; however, I also think that to some degree teachers
need to be allowed some autonomy in the process of deciding
what, when, and how curriculum is covered. In my eyes, the key
is a balancing act.
Perhaps I am in a unique situation because of my student
population, but I frequently become frustrated with the
curriculum that I “have to teach” because it is “on the test.”
Many of my students are far below grade level in mathematics
and several of them are still working on developing skills in
addition, subtraction, and place value. The expectation for my
classroom is that we cover the grade level curriculum while
working on remedial skills. I must say that this is much easier

said than done; particularly when many of my students need to
focus on one skill at a time. Because our district uses a very
structured and sequential mathematics program, much of the
instruction in my classroom on a daily basis is based upon a
curriculum over which I have very little control. Do I think that
my students should never learn some of the topics that are
challenging for them? Absolutely not. I do, however, think that
changing the order in which some topics are taught would be
extremely beneficial.
I think that curriculum can pose a challenge to student learning
when it is so structured that it cannot be modified to meet
student needs. Often times, it is the teachers that know their
students best. We know how they think, the concepts they
understand, and the challenges that they face. Following a
structured set of lesson templates will not always be the best
way to meet these needs. I think that curriculum needs to be a
balance of common standards and student driven decisions. In
my opinion, the teachers need to be the mediators between
where student needs meet curriculum standards. This however,
places a great deal of trust and confidence in the teachers
themselves.
Pedagogy: When I think of pedagogy, I think of not only the
methods a teacher uses in the classroom, but of the way he/she
speaks and how he/she interacts with students. To me, pedagogy
is the action of the classroom: the lessons, the activities, the
discussions, and the instruction. The pedagogy of a classroom
can have a profound impact on what and how students learn. In
our classrooms, we are faced with a diverse group of learners
with a multitude of experiences, strengths, and weaknesses.
Everything we do in our classrooms as teachers needs to be
informed by student learning. If students cannot access our
lessons, they will have a more challenging time learning the
presented content. In my classroom, I do my best to make the
content accessible to all of the students I have before me. While
most of the daily instruction takes place in structured small
groups, I do my best to incorporate a variety of independent,

partner, and whole class activities. Hands-on lessons are paired
with structured investigations and sequential reviews. Although
I personally am not a fan of worksheets, a few of my students
respond well to them and thrive upon the predictability (one
student even asks, “Are we going to do a worksheet today?”
almost every day). The key here, as with curriculum, is knowing
your students and knowing them well.
Tags: None
Thread:
Terminology
Post:
RE: Terminology
Author:
Monfort
Posted Date:
July 9, 2014 7:08 AM
Status:
Published
When considering the presented terms, I think of the following:
- Prejudice: To me, prejudice is a thought, or belief that is not
based on fact. Prejudice may be based on past experiences, or
personal beliefs. Prejudice thoughts may be generalizations, or
they may be completely false.
- Stereotype: A stereotype is a belief about a particular group of
people that is untrue. While prejudice does not necessarily have
to do with a particular group of people. Stereotypes typically
pertain to groups of people with common characteristics (i.e.
individuals from the same race, religion, or the same gender). A
stereotype typically takes one common factor among a group of
people and generalizes certain characteristics (positive or
negative) as being true for all people within that group.
- Bigotry: Bigotry is the thought that one's own beliefs, or that
characteristics of one's own life are superior to those of others.

- Discrimination: Discrimination is treating another individual
unfairly, or having negative thoughts towards another individual
because of they way they choose to live their life, or because of
who they are.
-"ism": When I think of an "ism," I generally think of a
philosophy, or a way of thinking. For some reason, the first
thing that came to my mind was feudalism, which was the way
land was organized and handled in Medieval Europe. In this
case, feudalism was the beliefs of how land should have been
handled. I also thought of the word racism, which is a way of
thinking about people based on their race.
Tags: None
Thread:
Boot Straps
Post:
RE: Boot Straps
Author:
Monfort
Posted Date:
July 9, 2014 7:01 AM
Status:
Published
In completing this activity, some of the questions surprised me.
I was also surprised to see that some of my answers yielded
“steps back” that I didn’t expect. After thinking about my
responses more completely, I was able to understand how some
of my responses may have been slight disadvantages (i.e.
parents not having gone to college, or parents not being able to
attend school events). However, I didn’t initially, and do not
necessarily now, view those aspects of my life as being
negative; these factors are part of who I am and who I always
have been. I also found that some of the questions had to do
with perception and that I could easily have answered some of

the questions both ways.
What did you notice about how you felt about identifying or not
identifying with a statement?
I felt guilty for identifying with some of the statements (those
that resulted in a positive movement) because it made me think
of individuals who may not be as lucky as me with respect to
certain life situations. I also felt uneasy responding to some of
the statements because I felt as though the response could easily
have been impacted by perception (i.e. I could see other
individuals from the same background as myself answering
either way).
What does this/or might this activity teach us about real life?
I think that this activity teaches us that privilege is not black
and white. There are many factors that can impact an
individual’s life situation. Different circumstances impact how
individuals are viewed by others and how individuals view
themselves. Education and perception play a large role in
perceiving privilege. I also think that this activity shows us that
in our classrooms, we need to consider the backgrounds of our
students, how our students may view themselves, how our
students may view us, and how our students may be viewed by
others.
What did you learn about your own life?
Overall, I came out a few steps ahead on the bar model. If asked
both before and after this activity, I would say that I am an
extremely fortunate individual. I did not necessarily view my
“steps backwards” as challenges that I faced. Most of them were
just part of my life that I didn’t think twice about.
What are the cumulative impacts of power and privilege? What
are the cumulative impacts of oppression and exclusion?
I think that power and privilege as well as oppression and
exclusion can mutually be impacted by uncontrollable
circumstances (where you are born, and into what type of life
situation) and perception (how you view yourself and others
around you).
How can we use what we've learned from this activity in our

teaching?
When teaching in our classrooms, we need to consider the
diverse group of students we have before us. It is important to
identify areas of bias within our classrooms and curriculum. We
need to be aware of the challenges students face socially,
economically, and academically.
Tags: None
Thread:
Early Memories
Post:
RE: Early Memories---Nerlande
Author:
Monfort
Posted Date:
July 9, 2014 6:30 AM
Edited Date:
July 9, 2014 6:54 AM
Status:
Published
Thinking back to my elementary years, I can vividly remember
the school building and schoolyard. Specific memories are more
piecemeal, but do provide an overarching theme of memorable
events combined with important lessons learned. The pre-k
through four school I attended was a relatively small elementary
school in a suburban town. Each grade level had about four or
five classrooms. The building was probably built in the 1950s,
or 60s, but had been renovated and was clean and well kept.
Student artwork or projects were in every hallway and student
profiles of the “Stars of the Week” from each classroom hung
on the glass windows that incased the main office. In general,
all of the classrooms were well lit and sunny during at least one
part of the day. The entire building had three floors. Pre-
kindergarten through first grade were on the bottom floor, all

offices and specialist classrooms were on the ground level floor
along with the cafeteria and gymnasium, and grades two through
four were on the top floor. The playground was a large wooden
structure made of pressure-treated wood (something which
scarcely exists now), tall metal slides, and strings of money
bars. We typically had two recess periods—a morning recess
during snack time, and a longer after lunch recess—during
which I remember playing games on the structures, participating
in rounds of Red Rover, and sitting inside oversized tires on
cold winter days. All of the classrooms were cozy and well
decorated with colorful bulletin boards and student work
samples. All in all, I was very lucky to grow up in a school that
was clean, well supported, and filled with caring school staff.
Tags: None
Thread:
SIX
Post:
RE: SIX
Author:
Monfort
Posted Date:
July 6, 2014 11:55 PM
Status:
Published
Hi Monique,
I think that the process of creating a multicultural classroom is
continuous and fluid. The way we teach and what we teach
needs to also be fluid. We need to consider the students we have
in front of us at any given moment and consider what content
and social education will be suit their needs. Within a
multicultural classroom, I think that we need to address the
whole child as opposed to only the curriculum standards.
Considering your bullets pertaining to multicultural education

for all students and multicultural education as a process, I think
that we could summarize the pedagogy associated with teaching
in a multicultural classroom as one associated with observation,
reflection and action to ensure that all students have access to
curriculum content and receive enriching educational
experiences.
Tags: None
Thread:
SIX
Post:
RE: SIX
Author:
Monfort
Posted Date:
July 6, 2014 11:54 PM
Status:
Published
Lisa,
I think that your bullets hit upon many of the key points
contained within our text. Reading through your clarifying
bullets, I think that a predominant focus in a multicultural
mathematics classroom would be emphasis on who our students
are and the backgrounds from which they come. In order to
provide all of our students a balanced, unbiased education, we
need to understand their view points and perspectives. We must
also teach our students to learn and accept the perspectives of
others. We need to expose them to cultures and views beyond
those that they have already experienced. Since our students
will be continuously changing and since one can never truly
know all there is to know about other.
Nerlande
Tags: None

Thread:
VENN
Post:
RE: VENN
Author:
Monfort
Posted Date:
July 6, 2014 11:44 PM
Status:
Published
Hi Alyssa,
I also believe that the strengths of this classroom would be
vested in its senses of mutual respect and responsibility.
Teachers and students would understand and respect that all
members of the classroom community have strengths and
weaknesses and that all members have valuable perspectives to
offer in classroom discussions and investigations. The
classroom would provide a safe learning environment for
students and teachers to learn from and about one another.
Students would be engaged in lessons that were both valuable
for future learning and interesting through connections to their
everyday lives. Combinations of group work, individual
assignments, investigations, and direct instruction would help to
support all types of learners. Information would be presented
through multiple means of representation, and students would
be able to display understanding through multiple means of
expression.
Nerlande
Tags: None
Thread:
VENN
Post:

RE: VENN
Author:
Monfort
Posted Date:
July 6, 2014 11:39 PM
Status:
Published
Hi Lisa,
I agree with you on that idea of considering an effective math
class. I believe these students need us as educators to help them
achieve to the best of their knowledge. Also,teachers should
instruct students on a variety of viewpoints as well as teach
skills in confronting racism and discrimination.
Nerlande
Tags: None
Thread:
NAMES!
Post:
RE: NAMES!- Stacy Ribolini
Author:
Monfort
Posted Date:
July 6, 2014 10:36 PM
Status:
Published
Hi Stacy,
Your names have a deep root. I like how your parents used tehir
imagination to the fullest. It is surprising to know tha you have
haitian Creole in your area. I always thought they were in the
most common states. To have quite a lot like that is surprising.
Nerlande
Tags: None

Thread:
NAMES!
Post:
RE: Dacey-Initial Post
Author:
Monfort
Posted Date:
July 6, 2014 10:29 PM
Status:
Published
Hi Dacey,
Your story was fascinated. I actually named my daughter a
meaningful name which is means Victory since most people did
not think I was going to be able to have kids. Looking at your
post, your school is very small. I love the diversity of your
school with thirty languages.
Multicultural education is antiracist education
- Education must be consciously antiracist and all individuals
must be mindful of favoritism in all contexts.
- Teachers should instruct students on a variety of viewpoints as
well as teach skills in confronting racism and discrimination.
- Working for social justice is everyone’s responsibility and
should not fall solely on individuals impacted by discriminating
perspectives.
This section discussed the importance of explicitly identifying
favoritism and discrimination, discussing such issues with
students, and instilling a sense of social responsibility in our
students. After reading this section, I felt a strong connection to
past articles I have read on character education.
Multicultural education is basic education
- Multicultural education must be considered part of an
“excellent education” and cannot be external to the core
curriculum.

- Teaching commonalities in history and culture, as well as
multiple viewpoints, promotes multicultural literacy.
- Questions pertaining to the equity and access of a high-quality
education promote multicultural literacy. This will, in turn,
encourage understanding and empathy among students.
This section discussed a change in mindset that must occur with
respect to multiculturalism. The author discussed how
multicultural education must be viewed as a vital part of the
daily curriculum and must not be viewed as an "add-on" or
occasional addition to lessons, or units.
Multicultural education is important for all students
- All students are miseducated when the education they are
presented with is biased, or partial.
- Cultural blindness becomes validated by partial, or biased
education.
- Multicultural education is about all people and is created for
all people.
This section discussed why and how multicultural education is
important for all individuals. Particularly, the author argued
that students from less diverse communities may actually
benefit more from multicultural education so that they can
identify their mainstream culture as a culture of its own as
opposed to "the norm."
Multicultural education is education for social justice
- Multicultural education must connect theoretical ideas with
reflection and practice.
- Students must be prepared to serve as active members of a
community. They must be taught to address problems of
inequality and injustice.
- Students and teachers benefit from explicit conversations
concerning power and inequality. Discussions should connect to
real world examples.
Teaching students not only to identify injustice, but how to act
in response to inequality is a vital component to multicultural
education. Providing students with specific real world examples
that directly connect to their lives will be most effective.

Multicultural education is a process
- Knowledge of other cultures and perspectives is never
complete.
- Multicultural education involves relationships between people.
- One can never stop being a multicultural person.
This section discussed that multicultural education is never
complete. The process of learning is continuous and we must
teach our students to understand that there are always new
perspectives to learn and new viewpoints to be considered.
Multicultural education is critical pedagogy
- Changes in the views and ideologies of the decision maker
will change what and how content/lessons are taught.
- Multicultural education should encourage students to take
risks, be curious, and question.
- Multicultural education should acknowledge and not suppress
diversity.
This section discussed teaching practices and actions to instill
within our students. As teachers, we must think critically, ask
questions, and reflect on our actions in order to instill these
qualities in our students.
Tags: None
Thread:
VENN
Post:
RE: VENN
Author:
Monfort
Posted Date:
July 2, 2014 10:54 PM
Status:
Published
Multicultural Reflective Professional Practice
In the Venn diagram, the component that each area has is:

a) The context which represents a learning
environment/situation/place such as classroom.
b) The subject indicated the learning area such as Mathematics
of Physics.
c) The teacher indicates the source of instructions and
guidelines.
d) Finally, the student indicates the receiver of instructions.
Context
Teacher
Student
Subject
The intersection between the subject circle and student circle is
the relationship that exists between students and subjects. It is
how students view particular subjects and how well they “get
along” with them. Some students usually perform better in
certain subjects than others.
Subject
Responsiveness
A culturally responsive teaching involves the cultural
knowledge of students. This is to facilitate the teaching process
and effectively help students. In Mathematics, ethno
mathematics forms this culturally responsive teaching. It entails
studying mathematics while considering and integrating cultures
where mathematics arise (Gay 48). Teachers have to know and
approach mathematics teaching from a framework that is
culturally responsive. The teachers should be able to
demonstrate both education and developmental concepts to their
mathematics students. They should also engage as well as model
the concepts for teaching mathematics.
The components to include are a designed and culturally
responsive curriculum, good learning environment and ready
teachers and students (Gay 67). For example, teachers should be
open to the divergent approaches adopted by students while

thinking or solving problems. They should also be open to
activism, advocacy and critical consciousness.
The strength with this teaching is that it is an interactive kind of
training, unlike the conventional ones. Teachers and students
learn from each other.
An effective cultural mathematics classroom is where teachers
understand and seek resources related to the interests of the
students. They then ensure that such student interests connect
well with the mathematics curriculum concepts. As a teacher, I
learnt that one new issue I had to address was the use of word
problems familiar to a given culture. Hence, a teacher alien to
that culture has to understand those words. From the list
provided, I thought oppressive behavior should have been
included. This is because such behavior has a potential of
affecting smooth learning. In summary, diverse cultures, there
is always a new concept in the way mathematics is learnt

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