BHS Math Guide

Ways to support multi-language learners with task-based learning: • Prioritize content o Decide which parts of the task are necessary for the students to complete in order to grasp the concept and which parts would be “nice to know” o The “Distance Learning Guides” available on CSDdocs, can guide teachers with these IPLC discussions § Model the first part of the task for the class, using a think-aloud so students know your thought process § Involve the class on the second part of the task: think aloud and ask students to answer questions, have students discuss other students answers….is the answer viable? Do they agree/disagree? § Have students solve the 3 rd part of the part task with their groups • Help students understand the contextual situation in the “launch” of the lesson by showing pictures/videos related to the task and ask questions to help students relate o For example: § Secondary 1 Lesson 1.6 talks about Prairie Dogs. Show pictures and/or videos of prairie dogs. Ask students: have you ever seen one? Do they look like a pet they may have owned? How big do you think they are? Would you like to own one as a pet? § Secondary 2 Lesson 1.5 talks about the fable of the Tortoise and the Hare. Read the fable to students, explain it. Show videos of tortoises moving and hares running so students can visualize the different between the two. Ask them to predict who is going to win a race between the two and by how much? § Secondary 3 Lesson 1.2 talks about cars and how long it takes them to stop. Show videos of cars driving fast and stopping and cars driving slowly and • Use literacy strategies when the task involves a lot of reading (more than 1 paragraph). o For example: § Annotation: have a student read a section of the task out loud. Ask students to highlight any important information as they follow along. Then discuss with a neighbor or share whole group what information they highlighted. Repeat with the next section of reading. § Summarizing: have students read a section of the task silently to themselves. Then ask students to summarize what they read to a neighbor. Ask a student to share-out whole group. § Provide sentence frames for discussions; model and teach students how to use them stopping. Ask students if they have ever had to come to a stop REALLY fast, how it feels if they are driving slow and then have to come to a stop. Show pictures of a Ferrari 550 Maranello and videos of the car driving. Ask students to talk about how fast they think this car can drive. • Utilize chunking, teacher modeling, think alouds, and explicit instruction o Chunk the task into manageable parts o Use “I do, We do, Y’all do”