Lesson Plans to Support All Learners: Preservice Teachers' Use of Instructional Strategies for Differentiation and Modification for Dual Language Learners

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Education, Schooling

Abstract

All children can develop high levels of math proficiency when they are given rigorous instructional tasks with appropriate teacher support. Early childhood teacher preparation programs are working to equip preservice teachers (PSTs) with the knowledge and skills necessary to teach math equitably and reach learners of all ability levels (Rubel, 2014). In addition, PSTs must develop a variety of instructional strategies tailored to the diverse learners in their classroom, including those who are Dual Language Learners (DLLs; Hutchinson, 2013). While an abundance of research exists on how to support students of different math abilities and, separately, instructional strategies for DLLs, very little, if any, research exists on how PSTs can provide instruction to both groups simultaneously, particularly in early childhood math classrooms. This qualitative research study explored instructional strategies found in PSTs’ lesson plans in order to understand how PSTs taught equitably to two student populations: DLLs and students with differing math abilities.

Participants in this study were 20 PSTs enrolled in a math methods course at a Midwestern university. Data included a set of lesson plans (whole group, teacher-facilitated center, and independent center) focused on a math concept and containing modifications for DLLs. Small group lessons were differentiated to include activities for below level, on level, and above level learners. Submitted lesson plans were uploaded to Dedoose, a cross-platform app for analyzing mixed methods research. The four researchers read through all the data several times before structural coding (Saldaña, 2016). Level 1 coding (Bazeley, 2013) began by analyzing each question from the lesson plan reflection and entering each question into Dedoose as a mother code. Together, the researchers read each question, discussed what structural codes to use, then coded that question using child codes under the corresponding mother code before moving to the next question. Additionally, memos were recorded when researchers made connections to the literature or thought of an insight into the analysis. Level 2 coding involved the reorganization of mother codes into themes. Researchers meet weekly to discuss emerging themes, member check on coding, or ask questions about codes.

Strategies emerging from the codes were analyzed using a conceptual framework based on the work of Gutierrez (2009) and Aguirre (2009) to determine how different instructional strategies supported DLL content knowledge, math knowledge, or were culturally responsive. Many PSTs focused on supporting language, particularly by incorporating students’ home language into the math lesson through translated content or student responses, providing strategies that supported students’ math knowledge and were more culturally responsive. In particular, the use of anchor charts enabled PSTs to support both DLLs and students of differing math abilities, while at the same time ensuring that students have voice. While the teachers in this study did not write lesson plans that contained all of Aguirre’s (2009) model for equitable math teaching, our hope is that the PSTs have created a culturally responsive mental model that they will be able to use once they go out into their own classrooms.

Authors

• Amber Beisly, University of Oklahoma
  Presenting Author

• Vickie Eileen Lake, University of Oklahoma
  Non-Presenting Author

• Rae Ross, University of Oklahoma
  Non-Presenting Author

• Boo Young Lim, The University of Oklahoma
  Non-Presenting Author