Professional Development to Support Formative Assessment of Mathematics Constructs and Language in Mathematics Classrooms

• In Event: Using Multiple Learning Progressions to Support Assessment

Abstract

Objectives

I will examine implications for teacher professional learning for multiple learning progressions in both content knowledge and English language proficiency. I will also discuss promising professional development approaches that can build educator capacity to differentiate student learning, highlighting considerations related to learning both content and language as they manifest in key uses of academic language.


Perspective(s) or theoretical framework

The theoretical perspective underlying this paper is socio-cultural learning theory applied to both student and adult learning contexts. A socio-cultural view of learning posits that supported assistance, contingent feedback and collaborative meaning-making are important to not only learning of concrete actions, but critical in the development of more cognitively complex concepts and processes, such as language, problem-solving, and critical thinking (Vygotsky, 1978; Gibbons, 2006). Students who come to school as “English learners,” are not only learning English, but are also learning the language through content. As such, students’ construction of meaning needs to work in concert with the development of the second language (Gibbons, 2006). Furthermore, Moschkovich (2012) found that in learning content, specifically mathematics, construction of meaning through extended discourse was needed by English learner students, not just learning specialized mathematics vocabulary.

To facilitate this approach to learning, it is important that educators provide differentiated opportunities for students to engage in goal-directed instructional discourse that supports meaning making and development of key language skills through content (Gibbons, 2006; Tharp, et. al, 2000). In order for teachers to be able to differentiate learning at both the language and content levels and where they intersect, there are several areas of professional learning that should be considered, such as formative assessment practices for language and content; pedagogy that emphasizes making meaning through collaboration and goal-directed instructional conversations; and collaborative co-teaching practices for ELL specialists and content teachers.

Data Sources

This paper will explore theoretical perspectives and implications for teacher professional learning, building upon recent research findings on learning progressions and the intersection between student mathematics knowledge and language abilities (Bailey and Heritage, 2015). Preliminary analysis of this research suggests that while language skills seem necessary, language is not sufficient for math performance. This intersection between student content knowledge and academic language can provide a dual focus for educators to differentiate learning in targeted ways depending upon student needs. I will also reference research on professional learning specifically in the areas of instructional coaching for socio-cultural pedagogy (Teemant, et. al, 2010), and professional learning principles for formative assessment (Wiliam & Leahy, 2015).

Scholarly Significance

The dual nature of attending to both content and language progressions provides multiple avenues for differentiating learning and providing responsive support targeted to students’ unique learning needs. This holds implications and opportunities for ELL-focused professional learning designed to help teachers meet the unique language and academic learning needs of their ELL students.

Author

• Rita MacDonald, University of Wisconsin - Madison