Characteristics+of+Effective+Math+Instruction


 * Wiest, L. R. (2008). Problem-Solving Support for English Language Learners. Teaching Children Mathematics, 14(8), 479.**
 * Effective English as New Language teachers **//://
 * use an investigative approach (levels of inquiry)
 * explore a problem in depth
 * pose questions that require students to explain, justify and extend thinking
 * understand a problem before rushing to solve it
 * allow students to choose personally comprehensible strategies to use when solving
 * validate different approaches
 * build flexible thinking by having students share their strategies and solutions through collaboration
 * to receive immediate feedback
 * to develop language skills
 * to foster understanding through authentic discourse
 * important for ELLs to engage and remain immersed in a single context during a problem solving session to eliminate new background knowledge
 * provide and/or tap into background knowledge
 * use visuals to improve understanding of vocabulary
 * @Use Concrete Models to Introduce Abstract Concepts
 * let ELLs talk in their native language
 * place ELLs in heterogeneous groups that have a common linguistic
 * more proficient ELL with less proficient ELL
 * put ELLs in pairs so that do not work alone
 * create a safe classroom culture
 * emotions are important to memory


 * Gómez, C. L., Kurz, T. L., & Sherard, H. (2011). Using Bloom’s Taxonomy with English Language Learners. Mathematics Teaching in the Middle School, 16(7), 388 – 391.**
 * Effective English as New Language teachers **//://
 * speak at standard speed;
 * use gestures, movement, and facial expressions;
 * use shorter, simpler sentences;
 * employ realia (replicas of the actual object or item being discussed), modeling, wait time, and a total physical response; and
 * bring into play a slew of techniques to make instruction comprehensible (p.389 - 390)