MAE 4326

The activity descriptions provided in this summary of ESOL infused activities or assignments is intended to provide you with information about what pieces of evidence you may include in your TESOL-in-Progress notebook. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in your syllabus to ensure that you fulfill all assignment requirements for this course.

MAE4326_2.0

ESOL Performance Standard(s) and Indicator(s)2.1, 4.1
Activity ObjectiveTo critically evaluate the academic language of mathematics as applied to a conceptually based mathematics lesson plan.
Activity DescriptionStudents will attach a one page reflection to their lesson plan reflecting on the academic language of mathematics from their lesson plan. This reflection is based on the Hoffert article. Students should answer the following questions in their reflection: 1. What is academic language in mathematics? 2. What academic language did you identify in your own lesson plan? 3. How did you use ESOL accomodations to help beginning, intermediate, and advanced ELs notice and learn the academic language of your lesson plan? 4. What were some of the challenges you faced when modifying your lesson plan for ELs? What further training do you think would be helpful for you to make mathematics accessible to ELs?
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

MAE4326_1.0

ESOL Performance Standard(s) and Indicator(s)3.2, 3.3, 4.1, 4.2
Activity ObjectiveTeach a conceptually based mathematics lesson to promote higher order thinking and problem solving
Activity DescriptionCandidates must first gather and analyze appropriate data regarding learning needs so that they can clearly show how they adapt resources to meet assessed needs of individual students. This assessment will allow candidates to identify appropriate teaching strategies to meet individual learning needs for mainstream and English language learners. Next, candidates will develop and teach a conceptually based mathematics lesson designed to promote and evaluate studentsí» higher order thinking skills and problem solving abilities. The appropriate use of manipulatives, problem solving, connections, communication, or reasoning to meet studentsí» needs (including ESOL at various levels of proficiency and ESE students) must constitute a portion of the instructional time in the lesson plan. The lesson plan should identify proper accommodations for beginning, intermediate, and advanced ELs during the presentation of the concept and the class activities. In doing so, please identify the meaningful input, output, and interaction between ELs and the teacher and ELs and other students. The lesson can be integrated with other content areas (for example, art, music, social studies, science, language arts, and/or reading).
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES