Math For ELL Students Workshop 1 Facilitators' Guide

FACILITATOR’S GUIDE
for
WORKSHOP 1
© Copyright 2009 Center for Collaborative Education/Turning Points

Teaching High‐Level Mathema2cs to English Language Learners in the
Middle Grades  was  developed  by  Turning  Points,  a  project  at  the 
Center for Collabora;ve Educa;on in  Boston, MA. This  tool  is part of 
the  Mathema2cs Improvement Toolkit,  a  project  of  the  Na;onal 
Forum  to  Accelerate  Middle  Grades  Reform,  and  was  supported  by 
the  U.S.  Department  of  Educa;on’s  Comprehensive  School  Reform 
Ini;a;ve, grant #S332B060005. Opinions  expressed  are  those  of  the 
authors and are not necessarily those of the Department. 

Prepared for
Turning Points
by
Dr. Sara Freedman, Project director

Dr. Dan Lynn Watt, Math consultant

Table of Contents
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
General Overview of Workshop 1*
Learners
in the MIddle Grades Agenda/Suggested Timeline for Workshop 1
Layout of Facilitators’ Notes for Each Slide
Facilitator’s Notes for Workshop 1 by slide
* Please read Facilitator’s Guide Workshop Series: Teaching High-

Level Mathematics to English Language Learners before you read
the guides to the individual workshops. It provides a general
overview of the workshop series, its rationale, logistics, ways to
continue the work, etc.

Agenda/Suggested Timeline for
Workshop 1
SECTION
(Estimated time in
minutes) THEME and SUB ACTIVITIES SLIDES and
(Elapsed time in HANDOUTS
minutes and hours)
INTRODUCTIONS and •Introductions/Creating community of learners/ Slides 1-16

WARM UP Names
•Introduction to workshop and review of Handouts 1-4
30 minutes workshop agenda
•Sharing prior knowledge
30 minutes •(Think/Write/Pair/Share protocol)
•Introduction to Best Practices and discussion
protocols
The Name activity is optional and should be

used only if people do not know each other
CLASSROOM VIDEO •Introduction to video example of English Slides 17-23

#1 language learners learning to use a discussion
protocol Handouts 5-7
20 minutes •Viewing the video
•Follow up discussion about video
50 minutes •Using Sentence Frames/Pattern Language
FRAMING Introducing Framing Principles for the workshop Slides 24-27

PRINCIPLES series
(Pair/Share protocol) using Sentence Frames Handouts 8A and 8B
15 minutes strategy)
1 hour 5 minutes
WHO ARE ENGLISH •View demographic statements Slides 28-32

LANGUAGE •(Speak/Respond/Question/Respond protocol,
LEARNERS? followed by sharing) Handouts 9A and 9B to
•View research findings about school 10A and 10B
25 minutes experiences of English language learners
•(Think/Write/Pair/Share protocol)
1 hour 30 minutes
CHALLENGES •Challenges facing English language Slides 33-38

FACING ENGLISH learners
LANGUAGE •Read Handout on “The Language of Handouts 11A and 11B
LEARNERS: Mathematics”
LANGUAGE •(Final Word protocol, followed by
sharing)
30 minutes
2 hours
Agenda/Suggested Timeline for Workshop 1 (continued)
BREAK
10 minutes
2 hours 10 minutes
CHALLENGES FACING •Challenges facing English language Slides 33-38

ENGLISH LANGUAGE learners
LEARNERS: THE •Read Handout on “The Language of Handouts 9A and 9B
LANGUAGE OF Mathematics” to 11A and 11B
MATHEMATICS •(Final Word protocol, followed by
sharing)
20 minutes
2 hours 30 minutes
LUNCH
45 minutes
3 hours 15 minutes
CHALLENGES FACING •Brainstorming linguistic, mathematical

ENGLISH LANGUAGE and cultural challenges for English
LEARNERS: WORD language learners in solving a typical Slides 39-49
PROBLEMS word problem
(Numbered Heads protocol) Handouts 12 to 14
45 minutes
•Read Handout, compare with
4 hours brainstorming
(Jigsaw and Rounds protocols)
WORD PROBLEMS: Introduction to scaffolding and support

CREATING SUPPORTS Develop scaffolding and support ideas,
FOR ENGLISH organize to create lesson plans Slides 50-66
LANGUAGE LEARNERS
Reflect on lesson plans in triads; Handouts 16 to 17
60 minutes compare with suggestions in handouts,
revise lesson plans
5 hours
Share lesson plans with large group; get
THIS IS THE HEART feedback
(Tuning protocol)
OF THE WORKSHOP
BREAK
5 minutes
5 hours 5 minutes
CLASSROOM VIDEOS •View and discuss video #2, 3 and 4 Slides 67-75
30 minutes (Double entry journal)
5 hours 35 minutes Handouts 18 to 22
ACTION PLANS/DEBRIEF Planning for one change in classroom Slides 76-79

© Copyright 2009 Center for Collaborative
25 minutes practice/Education/Turning Points
reflection at end of workshop Handouts 23-25
6 hours
Layout of Facilitatorʼs Notes
for Each Slide
☛ Number of slide SLIDE 1
☟ Handout for slide ☟ Picture of slide
ACTION
Suggested ☚ TALKING POINTS
This is where you will
☚
actions to take find TALKING POINTS
to use with each slide.

SLIDE 1
ACTION
Have the first slide on the screen to
orient participants to the workshop
series. The title slide also introduces
participants to the students and
teachers they will be seeing
throughout the workshop series by
showing photographs of some of
them in their classrooms.
Personally welcome everyone to

workshop. Ask them to take a copy
of the Participantʼs Handouts and a
name tag (if everyone does not
already know everyone else).
MATERIALS
You may want to have additional
paper, pencils, stickies, etc. on the
tables. You will also need chart
paper, markers and masking tape.
An LCD projector will allow you to

show the slide show in a large
format,l which will help participants
see the slides easily. Make sure you
have external speakers so that the
entire group can hear the video clips
- most computers cannot project
sound well without them.

SLIDE 2
ACTION
Show the next slide as participantʼs
are getting settled.

SLIDE 3
ACTION TALKING POINTS

Show each section of the Welcome to the workshop TEACHING HIGH-LEVEL
slide, one at a time. MATHEMATICS TO ENGLISH LANGUAGE LEARNERS IN THE
MIDDLE GRADES.
Allow enough time for
participants to follow the Please take a packet and a name tag. Write your name on the
directions. name tag (if the group is composed of people who do not
know each other).
In each slide, you can decide
to read the text as it appears We will be using best practices for teaching high-level
on the slide, or you can ask mathematics to English language learners throughout the
one of the participants to read workshop. Each time we introduce a new practice, a box
each section, or you can labeled BEST PRACTICE will appear on the slide. Hereʼs the
simply have participants read first one, VISUAL CUES. The slide gives an example of how
the text silently as it appears to use VISUAL CUES and how they help English language
and follow the directions. learners.
The BEST PRACTICE box Please take a moment or two to look through the packet.
appears last.
The Packet contains the handouts we will be using in the
You may want to give workshop. All of the handouts are numbered except for the
participants a short amount of first few.
time to look through the
packet. Whenever we will be using a handout, its number will appear
in a box on the top left or right hand corner of the screen.
In addition, all of the protocols and other resources are in an

appendix at the end of your packet.

SLIDE 3
ACTION THIS ACTIVITY IS OPTIONAL TALKING POINTS THIS ACTIVITY IS OPTIONAL

This activity works if everyone in the Before we begin the formal part of the workshop series, letʼs
workshop does not know everyoneʼs take a few minutes to learn each otherʼs names.
names.
Knowing and correctly pronouncing the names of English
Once the “names” activity is completed, language learners, and having the teacher and the other
and everyone is able to prove they know students use them correctly, sends the message to the
everyoneʼs names, you may want to ask English language learners and the other students that they
them what they noticed in doing the are all members of the classroom community and that their
activity - what strategies did people use, culture is respected and will be part of the classroom
how did the group help people who took environment.
more time, how does it affect the group
when everyone knows the name of Weʼll start by practicing on each other. You may come up
everyone else. with any strategy you like, starting with small groups and
building to larger ones if you like.
This debriefing models the metacognitive
work that is important to do during The directions are that everyone must learn everyoneʼs
lessons: it allows students to name and name, either first or last, and how to pronounce it correctly
understand their thinking processes, how and everyone has to prove that they know everyoneʼs name -
they learn, the different strategies people that is, we are checking for understanding.
can use to learn the same material, etc.
Now we can take off our name tags, if we want to.
The final activity helps participants have Iʼm going to hand out some scrap paper. Please take a
a sense of ownership in the workshop. minute and write down any questions you have about
Not all of the questions will be answered, teaching high-level mathematics to English language
but many of the most important of them learners. We will write them down and at the end of the
will. You may also mention that the workshop, look over them and see if we were able to answer
Appendix to the Participantʼs Packet has them.
a additional information.

SLIDE 3
TALKING POINTS
As you can see, the tables and chairs are arranged in small
groups. We will do much of our work in pairs, triads and
small groups, as well as with the entire group.
Each time we divide up, I will ask you to make sure that
you are sitting so that every member of your group is
equidistant from every other member of the group and that
all members have equal access to all the materials.
We will also need to face forward at different times

throughout the workshop, either to see the screen or
participate in whole group activities.
You will probably want to practice setting up these kinds of

configurations in your own classrooms, as this seating
pattern is critical to the success of the best instructional
practices used throughout the workshop series and in the
classrooms you will see in the videos.
It is amazing how such a simple practice - making sure that

all students are equidistant from their partners and have
equal access to all materials - promotes strong and equal
participation by all students, especially English language
learners.

SLIDE 4

Show each section of the slide, one at a If you would like to read your own copy of the agenda,
time. please take out Handout 1-1 in your packet. As you can
see, the number of the handout appears in the top
You may want to add some commentary corner of the slide.
on each part of the workshop that you
noticed in your preparing to facilitate the Every time a number of a Handout appears in the slide,
workshop. please take turn to it in your packet.
You may also want to alert people to We will take a break in the morning and in the
those sections of either Workshop 1 or afternoon as well as a break for lunch.
Workshop 2 that may answer some of
the questions charted from the previous
activity.
This is a good time to let participants

know the schedule of the entire
workshop series and any other logistical
information you think they might need.
Let participants know what they need to

bring to each workshop, when each
workshop begins and ends, where each
workshop will be held (especially if there
are any changes in location), any norms
that should be followed, what
expectations you have for any follow-up
they are expected to do in between
workshops, etc.

SLIDE 5
ACTION
Show slide.

SLIDE 6

Show slide/read slide. This is the first workshop of a two session series of
workshops. Each workshop has a particular focus,
Add your own commentary and/or although each builds on the work we have done in the
make connections to the questions previous workshop and in our classrooms in between
people have raised. workshops.
The first workshop presents a general overview of best

practices in teaching high level mathematics of to a very
broad range of middle grades English language learners.
It also analyzes some of the particular challenges that
these English language learners face in middle grades
math classrooms.
The second workshop examines what high-level

mathematics in the middle grades means and how to
ensure that the broad range of English language
learners are actively engaged in learning mathematics
on this level.

SLIDE 7

Show slide/read slide. This Venn Diagram represents the research base for the
workshop series. The research derives from two bodies of
research
1) research on learning high-level math in the middle grades
and
2) research in effective ways to teach middle grades English
language learners in the content areas.
The Turning Points tool integrates these two areas into one
coherent whole for math teachers and all other teachers who
support English language learners in learning mathematics
in the middle grades.
We will be reading excerpts from the Quasar Project in

Workshop 2.

SLIDE 8

Give participants enough time As you already know, we are practicing good instructional
to complete each part of the practices for English language learners throughout the
protocol - think, write, pair and workshops. We started with our names and the
share. arrangement of the tables and chairs.
We will also be modeling and practicing thinking,

speaking, listening and responding protocols throughout
the workshop series. These protocols are designed to
insure that every English language learner is actively
engaged on a high level throughout every lesson.
Giving clear DIRECTIONS is another important skill, and

critical to providing access to English language learners
to high-level math. The workshop provides models you
can use in your classrooms. There is also a handout in the
Participantʼs Packet that guides you in writing and giving
directions to English language learners.
The first protocol we will use is THINK, WRITE, PAIR (or

GROUP), SHARE. Many of you may already be using this
in your own lessons.
It can be used throughout a lesson. It is a quick and easy

way to get students thinking and comfortable sharing their
thoughts with others. Like all protocols, it is important to
be exact in giving the directions so that every student
participates actively.

SLIDE 9

Show slide/read slide one section at a The first protocol we will use is THINK, WRITE, PAIR (or
time. GROUP), SHARE. Many of you may already be using this
in your own lessons.
It takes some people quite a while to You will also recognize that we are accessing our prior
start, encourage everyone to do some knowledge in this activity, as well as adding a challenge in
writing, a key metacognitive strategy in how you will convey that knowledge to a partner.
highly effective math classrooms.
Take a minute to write down your response on

Handout 1-3B.

SLIDE 10
TALKING POINTS
(Once participants have finished WRITE work)
Now you get to convey the same information in a different

medium.
Take a few moments to write, draw, act out - whatever- what

you wrote down using Handout 1-3C.

SLIDE 11

Show slide/read slide one section at a (Show and read PAIR bullet.)
time. As your partner is speaking, listen for something
interesting or important you hear him or her say.
Give people a minute or two to find a
partner and share their responses to
each other.
Tell them how much time they have for

this activity and remind them half way
through to make sure they have time to
take turns.

SLIDE 12
ACTION
Show slide/read slide one section at a TALKING POINTS
time. Take a moment to reflect on what you learned in doing this
exercise, using Handout 1-4. This is a metacognitive
Ask participants to share one idea, in strategy - thinking about our thinking.
rounds. Give them the option to say “I
pass” but encourage everyone to
participate.

SLIDE 13
ACTION
Show slide/read slide one section at a
time.

SLIDE 14
ACTION
time.

SLIDE 15

Show slide/read slide one section at a Please think about this question individually and write
time. yourself a few notes that answer the question. There
are no right or wrong answers; this is your own opinion
Allow a good amount of time for people
to complete each part of THINK/WRITE/ or speculation.
PAIR/SHARE.
When you have finished, share your answer with a
Be alert for responses that place the partner by reading them your response; then listening
blame on the students or assume that to theirs.
1) it is the responsibility of the English
language learners to make the learning
situation work for them or 2) that they We will share some of our responses with the entire
are too shy or uncomfortable speaking group when you are finished talking to your pair.
English to actively participate. These
responses place the attention on the
learner; the workshop helps teachers
move towards support that they can
provide to English language learners so
that they can actively participate
throughout every lesson.

SLIDE 16
ACTION
time.

SLIDE 17

Show slide/read slide one section at a Now we get a chance to see and hear English language
time. learners trying out these best instructional strategies.

SLIDE 18
ACTION
time.
Be alert to the tendency among some

participants to critique the teacher.
Focus participantsʼ attention on the
positive actions the teacher takes as
they answer the questions on their
handouts.
This is true for the students as well; they

make mistakes in speaking but they are
gamely trying out a strategy for the very
first time.

SLIDE 19

Show slide/read slide one section at a The chart on the right was prepared by the teacher
time. in the video.

SLIDE 20

Show slide/read slide one section at a Handout 1-5 shows the problem the
time. students were working on.
You may want to emphasize that this is

just a short excerpt from the class. The
students had already studied the
mathematical concept; this lesson
focused on introducing the idea of using
sentence frames and pattern language
to support their thinking and to help them
participate in the lesson.

SLIDE 21
ACTION
time.
Give participants time to find

Handout 1-6.

SLIDE 22
ACTION
time.
Handout 1-7 contains the transcript

for the video. You may want to give
participants time to read it after they
have listened to the video, and while
they are writing in their double entry
journal.
You may also want to play the

excerpt twice; once for people just to
watch and listen, the second time to
take notes.

SLIDE 23
ACTION
time.

SLIDE 24

Show slide/read slide one section at a Here are the principles that guided the development of
time. the tool. We will read them one at a time and then
discuss our own response to them.

SLIDE 25
ACTION
time.
Participants may want to read their own

copies while the slides appear.
Some of these principles may appear as

challenges to the thinking of a number of
workshop participants. The protocol that
will follow encourages participants to
share their own points of view without
encouraging them to debate them with
each other or the workshop.
The emphasis is on helping everyone

consider different perspectives by
sharing their thinking with others.
The workshop itself gives participants a

chance to put these principles into
practice and use them with their own
students.

SLIDE 26
ACTION
time.

SLIDE 27

Show slide/read slide one section at a Modeling is an essential teaching strategy in teaching
time. English language learners and is the first step in
supporting students in learning complex tasks and in-
depth understanding.
Iʼll model by using a sentence frame to start my response

“I have chosen the principle...”
Could someone ask me a question, using the sentence

stem? Then Iʼll answer their question.

SLIDE 28
ACTION
time.

SLIDE 29

Show slide/read slide one section at a Before we talk to partners, letʼs make sure we can
time. follow the protocol at the bottom of the page.
Would any pair like to model it for us?

SLIDE 30
ACTION
time.

SLIDE 31

Show slide/read slide one section at Here are some other facts about English language learners.
a time.

SLIDE 32
ACTION
time.
Give participants time to follow all the

parts of the protocol.

SLIDE 33

Show slide/read slide one section at a We are now going to begin a set of activities in which we
time. will first consider some of the challenges English
language learners face in working on word problems.
Then we will create some short lesson plans that will

support them in successfully working on them.

SLIDE 34
TALKING POINTS
This reading gives a broad view of some of the
linguistic and cultural challenges facing English
language learners in the math classroom.
ACTION
time.
The reading will take several minutes.

and people will finish at different times.
Encourage people to feel comfortable
with these differences. What would they
ask students to do if they finish early, if
they notice that most people have
finished and they havenʼt?

SLIDE 35
ACTION
time.

SLIDE 36
ACTION
time.

SLIDE 37
ACTION
time.

SLIDE 38
ACTION
time.

SLIDE 39
ACTION
time.

SLIDE 40

Show slide/read slide one section at This is the “dreaded” word problem.
a time.
Consider the question they activity asks you to answer, and
what it asks you not to answer.

SLIDE 41

Show slide/read slide one section at a Here are the three questions we will be answering about this
time. problem.

SLIDE 42

Show slide/read slide one section at This slide shows a template that will help you organize your
a time. answers and allow you to refer to them easily.
Give people ample time to fill out the Providing a template is another best practice, as long as it
template. Encourage them to use all leaves the answers open ended and does not give step by
of the slots, and let them know that step directions that lower the cognitive demand for the
they will have a chance to share their students.
responses with others.

SLIDE 43

Show slide/read slide one section at This is another way of setting up the classroom to make it
a time. easy for all students to participate, as well as ensure that
students stay focused on the mathematical concept of the
lesson.
This time we will get into groups of four. Make sure everyone
is equidistant from everyone else and that everyone can see
and hear everyone easily.
This activity will allow us to build on each othersʼ responses

so that we have strong and thorough responses to each
question. None of us has all the answers but each group
may come up with many good ones.

SLIDE 44

Show slide/read slide one section at a We are now going to use an assessment strategy, one that
time. helps all students become better at understanding a
question and explaining their reasoning.

SLIDE 45

Show slide/read slide one section at We are now going use the same exercise for the two other
a time. questions.
You may want to do these activities in

a large group after you have done the
first question in smaller groups. See
what works best for your group as
you balance real understanding with
maintaining the interest of the group.

SLIDE 46
ACTION
time.

SLIDE 47
ACTION
time.

SLIDE 48
ACTION
time.

SLIDE 49
TALKING POINTS
Now that we have developed our own responses, here is a
list that was created by the developers of the workshop.
Weʼll have a chance to compare our list with theirs.
ACTION
time.
Divide the large group into three groups;

or in a way that each Handout is read by
a different group.
Make sure everyone has time to read

their section carefully.

SLIDE 49 continued

SLIDE 49 continued
ACTION
At the end of this process, remind
participants about Numbered Heads.
Have people count off by threes or fours
within their groups. Tell them to make
sure that everyone is an expert on the
section they read. They will represent
their group.
Call on all the #1s, etc and ask each #1

to share our their groupʼs response.

SLIDE 50

Show slide/read slide one section We now shift from the analytic work to the creative work.
at a time.
We will be creating lesson plans that ensure that English
This is in many ways the heart of language learners successfully solve and are able to explain
the workshop. how they solved the word problem we just dissected.
Have a copy of the word problem

on chart paper written large
enough so that everyone can see
it easily.

SLIDE 54

Show slide/read slide one section at a We will use these three lessons to guide us in
time. planning the lessons.
But first, we will work on what kind of supports

will best help English language learners.

SLIDE 51
ACTION
time.

SLIDE 52
ACTION
time.

SLIDE 53
ACTION
time.

SLIDE 54
ACTION
time.
Have a copy of the problem on a chart

paper large enough that everyone can
read it easily.

SLIDE 55
ACTION
time.
Have four different colored stickes ready.

It is helpful to prepare a poster with each
color stickie labeled in terms of the type
of scaffolding it represents.
Give participants time to think up ideas

and write them down.
It is not critical that they get the category

of support right; itʼs best to encourage
them to think of a range that would help
English language learners with the
particular problem we are considering.

SLIDE 56

Show slide/read slide one section at a This is what the board looks like when everyone has put
time. up their stickies.

SLIDE 57

Show slide/read slide one section at Now we start planning our lessons, in groups of three.
a time.

SLIDE 58

Show slide/read slide one section at This is what each groupʼs lesson will look like, or possibly
a time. look like, when we finish this part of the lesson planning..

SLIDE 59

Show slide/read slide one section at These are some questions you can ask each other, in your
a time. groups, as you critically look at the lesson plan you have
planned at this stage of its development.

SLIDE 60
ACTION
time.

SLIDE 61
TALKING POINTS
Now letʼs look at some additional ideas, or ones similar to
those you have already developed.
ACTION
time.

SLIDE 61 (continued)

SLIDE 62

Show slide/read slide one section at a Now you are going to prepare to share your lesson plan with
time. the group as a whole. This is the kind of exercise that we will
be doing throughout the year - working together to develop
solid lessons that use best practices to teach high-level
mathematics to English language learners.

SLIDE 63
ACTION
time.

SLIDE 64
ACTION
time.

SLIDE 65

Show slide/read slide one section at a Take your time to give focused, specific and useful
time. feedback. The quality of our feedback will reflect on our
ability as a group to develop truly effective lessons so
that English language learners learn high-level
mathematics.

SLIDE 66
ACTION
time
Give people plenty of time to write their

responses and share them with a
partner.

SLIDE 67

Show slide/read slide one section at a This is the final section of Workshop 1.
time.
We will be looking at teachers and students as they begin to

use the strategies we have practiced in the workshop.

SLIDE 68
ACTION
time.
Remind participants that our job is not to

critique the students or teachers but to
observe and give objective feedback on
how they tackle these challenges.

SLIDE 69
ACTION
time.

SLIDE 70
ACTION
Show slide/read slide.

SLIDE 71
ACTION
time.

SLIDE 72
ACTION
time.

SLIDE 73
ACTION
time.

SLIDE 74
ACTION
time.

SLIDE 75
ACTION
time.

SLIDE 76

Show slide/read slide one section at This is what it all leads up to - how do we take the ideas of
a time. this workshop, our own expertise and commitment, and
continue to improve our work with English language learners
and with all students.
The Handout lists all of the strategies we have used in the

workshop. You may also want to look back at the Framing
Principles of the Workshop to help guide your work.

SLIDE 77

Show slide/read slide one section at a Give yourselves time to consider what kind of evidence
time. you would need to collect to assess how well your use
of the strategy is working.
Figuring what evidence to collect and
how to collect may require support. Have
the group discuss this together and workOne question you might ask yourself and your partner:
with each other to come up with
reasonable and accountable forms of If someone never saw or heard my lessons, what
data. documentation would provide an accurate assessment
of my teaching and the studentsʼ learning that would 1)
help me improve my practice and
2) more accurately assess how well the English
language learners in my class, and others, understand
the main concept of the lesson?
Consider student work, lesson plans, exit slips, audio

tapes, video tapes, open ended assessments, etc.

SLIDE 78
ACTION
time.
Let participants know exactly how the

work of the workshop will be carried on
between this workshop and the next
one..
Tell them the time and place of the next

workshop and what they need to do to
prepare for it.
Thank them for coming and working hard

SLIDE 79

Math For ELL Students Workshop 1 Facilitators' Guide

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FACILITATOR’S GUIDE

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

Dr. Sara Freedman, Project director

© Copyright 2009 Center for Collaborative Education/Turning Points

Layout of Facilitators’ Notes for Each Slide

Facilitator’s Notes for Workshop 1 by slide

* Please read Facilitator’s Guide Workshop Series: Teaching High-

© Copyright 2009 Center for Collaborative Education/Turning Points

INTRODUCTIONS and •Introductions/Creating community of learners/ Slides 1-16

The Name activity is optional and should be

CLASSROOM VIDEO •Introduction to video example of English Slides 17-23

FRAMING Introducing Framing Principles for the workshop Slides 24-27

WHO ARE ENGLISH •View demographic statements Slides 28-32

CHALLENGES •Challenges facing English language Slides 33-38

CHALLENGES FACING •Challenges facing English language Slides 33-38

CHALLENGES FACING •Brainstorming linguistic, mathematical

WORD PROBLEMS: Introduction to scaffolding and support

ACTION PLANS/DEBRIEF Planning for one change in classroom Slides 76-79

☛ Number of slide SLIDE 1

☟ Handout for slide ☟ Picture of slide

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Personally welcome everyone to

An LCD projector will allow you to

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© Copyright 2009 Center for Collaborative Education/Turning Points

ACTION TALKING POINTS

In addition, all of the protocols and other resources are in an

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ACTION THIS ACTIVITY IS OPTIONAL TALKING POINTS THIS ACTIVITY IS OPTIONAL

© Copyright 2009 Center for Collaborative Education/Turning Points

We will also need to face forward at different times

You will probably want to practice setting up these kinds of

It is amazing how such a simple practice - making sure that

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ACTION TALKING POINTS

This is a good time to let participants

Let participants know what they need to

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© Copyright 2009 Center for Collaborative Education/Turning Points

ACTION TALKING POINTS

The first workshop presents a general overview of best

The second workshop examines what high-level

© Copyright 2009 Center for Collaborative Education/Turning Points

ACTION TALKING POINTS

We will be reading excerpts from the Quasar Project in

© Copyright 2009 Center for Collaborative Education/Turning Points

ACTION TALKING POINTS

We will also be modeling and practicing thinking,

Giving clear DIRECTIONS is another important skill, and

The first protocol we will use is THINK, WRITE, PAIR (or

It can be used throughout a lesson. It is a quick and easy

© Copyright 2009 Center for Collaborative Education/Turning Points

ACTION TALKING POINTS

Take a minute to write down your response on

© Copyright 2009 Center for Collaborative Education/Turning Points

Now you get to convey the same information in a different

Take a few moments to write, draw, act out - whatever- what

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ACTION TALKING POINTS

Tell them how much time they have for

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points