04 Andy Brown Translanguaging A multilingual Learning
Summary
TLDRThe transcript captures a classroom discussion focused on problem-solving strategies, particularly for students with diverse language backgrounds like Spanish and Polish speakers. The teacher emphasizes the importance of translanguaging to enhance understanding and motivation. The lesson involves complex word problems, including mixed numbers with unlike denominators, which are challenging even for proficient English speakers. The goal is to create problems that require students to find missing values, fostering critical thinking and mathematical skills.
Takeaways
- 📝 The speaker is discussing the importance of adapting word problems for non-English speakers, including Spanish and Polish speakers, to ensure comprehension.
- 🌟 Translanguaging is highlighted as a beneficial method to help students understand concepts and stay motivated, regardless of their language proficiency.
- 🔍 The speaker mentions the challenge of word problems being difficult for all students, including native English speakers.
- 📚 There is a focus on the need to work backwards to solve problems, which is likened to an algebraic approach.
- 📉 The script describes a specific math problem involving mixed numbers with unlike denominators, which requires finding a common denominator and simplifying before subtraction.
- 👶 The difficulty of the problems is noted, even for students who are proficient in English.
- 👩🏫 The speaker encourages the use of names in word problems to make them more relatable and engaging for students.
- 👥 Collaboration is encouraged, with students working in pairs to create and solve their own word problems.
- 🔢 The importance of giving the total and finding the missing piece in word problems is emphasized for students when creating their own.
- 👍 The speaker acknowledges the help received from others, such as Matthew, in understanding and translating content for students with different language backgrounds.
- 🎶 There is a mention of music playing in the background, suggesting a classroom environment that might be using music as part of the learning process.
Q & A
What is the main challenge discussed in the transcript regarding word problems?
-The main challenge is that the word problems written in English are difficult for non-English speakers, including Spanish and Polish speakers, and even for English-speaking children, to understand.
What strategy is mentioned to help students understand word problems better?
-The strategy of translanguaging is mentioned to help students, especially those who are not proficient in English, to understand the concepts behind the word problems.
What does the teacher suggest when adapting word problems for students with different language backgrounds?
-The teacher suggests adapting the word problems to include the names of the students and possibly changing the context to make it more relatable and understandable for them.
Why is it important to save translations when working with multilingual students?
-Saving translations is important to avoid having to redo the work repeatedly and to ensure consistency in the problems presented to the students.
How does the teacher involve parents in the learning process, as seen with Tiffany's mom?
-The teacher acknowledges that parents, like Tiffany's mom who speaks Polish, can be involved in the learning process, and other students, like Matthew, can help with translations.
What mathematical concept is being taught in the context of the 'working backwards' strategy?
-The 'working backwards' strategy involves solving algebraic problems that require adding and subtracting mixed numbers with unlike denominators, finding a common denominator, and simplifying the result.
What is the basic example given to illustrate the 'working backwards' strategy?
-The basic example given is 5 plus 3 plus x equals 10, where the students need to determine the value of x by working backwards from the total.
Why is the 'working backwards' strategy considered more difficult with mixed numbers?
-It is more difficult because it involves dealing with fractions and mixed numbers with unlike denominators, which requires finding a common denominator and simplifying the expression.
What advice does the teacher give to students when creating their own word problems?
-The teacher advises students to create problems where the total is given, and they have to find the missing piece, ensuring that the problem is solvable and logical.
How does the teacher ensure that the word problems are challenging yet solvable for the students?
-The teacher ensures this by designing problems that require students to use their knowledge of algebra and arithmetic to find the missing values in a logical sequence.
What does the teacher emphasize about the importance of understanding the total in word problems?
-The teacher emphasizes that understanding the total is crucial because it helps students to identify what they need to find out and how to structure their problem-solving approach.
Outlines
📚 Adapting Word Problems for Multilingual Classrooms
The speaker discusses the challenges of teaching word problems in a multilingual classroom setting, emphasizing the importance of translanguaging to help students understand the concepts. They mention the need to adapt problems for Spanish and Polish speakers, as well as for English-speaking students who may also struggle with comprehension. The speaker also talks about personal strategies for incorporating student names into problems to increase engagement and motivation.
Mindmap
Keywords
💡Translanguaging
💡Word Problem
💡Algebra
💡Fractions
💡Mixed Numbers
💡Common Denominator
💡Simplify
💡Total
💡Missing Piece
💡Strategy
💡Motivation
Highlights
Adapting word problems for non-English speakers to enhance comprehension and motivation.
The importance of translanguaging in helping students understand the concept behind word problems.
Strategies for working backwards in problem-solving, akin to algebraic methods.
The challenge of translating and saving work to avoid repetition in educational settings.
Involving students' names in problem-solving to make the learning process more relatable.
The role of peers in assisting with language barriers in a multilingual classroom.
The complexity of mixed numbers and unlike denominators in mathematical word problems.
The necessity of simplifying fractions as part of solving word problems.
Creating word problems that require finding the missing piece of a given total.
The difficulty of word problems for both English proficient and non-proficient students.
The use of music as a tool in the classroom to aid learning.
The practical application of backward working strategies in solving complex word problems.
The significance of understanding the total and finding the missing part in mathematical problems.
The importance of creating relatable and engaging word problems for students.
The value of peer support in overcoming language barriers in educational settings.
The method of involving students in the creation of word problems to enhance learning.
The challenges faced by educators in making word problems accessible to all students.
The innovative use of translanguaging to bridge the gap between language and concept understanding.
Transcripts
upon the board I have I wasn't sure if
that was correct Sharon healthy day
yesterday Shannon what is number one say
on remember so that behind what it is
correct
work backwards everyone agree with that
the lesson that followed it I try and
make sure whatever the word problem is I
have to adapt it for the Spanish
speakers and the Polish speakers because
some of the language in the problem
that's written in English it's hard for
them to understand even for the kids who
only speak English the problem is just
as difficult for them as well so the
translanguaging really helps them not
only get motivated but also to
understand the concept behind the
problem I don't see okay the first one
Oscar could you read your problem wait
louder slower but I like to put the kids
names in the problem solve change that
around but you know when you are
translating I think it's good to save
everything so you don't have to do
everything over and over again about
that helps to ah if you want to give it
a shot er what's right okay now on
Tiffany Tiffany's mom speaks polish and
Tiffany is learning go ahead chips make
them up
[Music]
okay now did that make sense to you some
of it some of it okay so since I don't
speak Polish Matthew usually helps me
with the pretty cool thing I pack I'm
glad I chose it okay thank you good try
hold show for adults SDS bases and tone
says in Caputo
yes Jovan PN is Ono is 1016 there were
two problems they had to it's a strategy
that we have in gold not cold working
backwards where basically it's almost
like an algebra problem where have I
said a basic example would be like 5
plus 3 plus x equals 10 so it's 5 plus 3
is 8 plus X would be 2 equals 10 but
this is with mixed numbers so it's much
more difficult and they basically had to
take two fractions mixed numbers with
unlike denominators add them find a
common denominator simplify it and then
subtract it from another mixed number
which is a lot even for a student who is
English Proficient I sculpture I try to
say the end most IV set I decide so for
you I want to not look at school tour
today of all remember when you're making
your own problem with your partner
remember you want to make it so they
already give you the total of something
and you have to find the missing piece
okay so you're working what okay just
keep that in mind okay
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