SLIDE 1 6/28/2017 1
Principles for Language Development in the Design of Innovative Assessment Systems FOR Learning
Raymond L. Pecheone, Stanford University
Assessments should support language development in diverse classrooms. Principle in action:
- Assessments are designed and vetted with systematic
attention to language development needs and
- pportunities.
- Teachers are involved in designing, vetting, and
scoring of assessments with this design feature, which builds instructional capacity to attend to their own students’ language development
SLIDE 2
6/28/2017 2
Language Development Routines
The language development routines are a curated and adapted set of instructional routines that create spaces in which students’ disciplinary language can grow.
Creating space for disciplinary language to grow
These routines are structured but flexible formats for amplifying, formatively assessing, and developing the variety of ways students express their own ideas, both in informal language and in disciplinary language.
SLIDE 3 6/28/2017 3
Instructional routines support curriculum, lesson design and task development:
- Support sense‐making
- Foster conversation from multiple POV
- Optimize information sources (speaking,
active listening, written & performing)
- Maximize meta‐cognition (higher order)
Creating space for disciplinary language to grow
SLIDE 4
6/28/2017 4
MLR 6. Three Reads MLR 5. Co-Craft Questions MLR 1. Stronger and Clearer Each Time MLR 2. Collect and Display
Math Language Routines embedded in our task: The full task (details on following slides)
SLIDE 5
6/28/2017 5 MLR 6. Three Reads Purpose: To ensure that students know what they are being asked to do, create opportunities for students to reflect on the ways mathematical questions are presented, and equip students with resources (work sheets, APS) to help students to negotiate meaning.
The first Math Language Routine embedded in our task:
Maya bought a red sweater that was on sale. She paid $24. Juan‐Carlo really liked Maya’s sweater, and asked her where she got it. He went to the same store to buy one, but the sale had just ended. He paid $30 for the sweater.
Read #1: Read the problem stem aloud. Read #2: What is this problem about? Read #3: What are the quantities in this situation?
MLR 6. Three Reads
SLIDE 6
6/28/2017 6 MLR 5. Co-Craft Questions and Problems Purpose: To allow students to get inside of a context before feeling pressure to produce answers, to create space for students to produce the language of discipline through conversation and questions, and to provide opportunities for students to analyze how different mathematical approaches can represent different situations.
The next Math Language Routine embedded in our task:
Maya bought a red sweater that was on sale. She paid $24. Juan‐Carlo really liked Maya’s sweater, and asked her where she got it. He went to the same store to buy one, but the sale had just ended. He paid $30 for the sweater.
What question could we ask in this situation?
MLR 5. Co-Craft Questions and Problems
SLIDE 7 6/28/2017 7
What was the discount when Maya bought her sweater? (Give percent.) Maya also bought a headband during the sale. The
- riginal price was $10. How much did she pay?
Here are some questions students have come up with. MLR 5. Co-Craft Questions and Problems
Maya bought a red sweater that was on sale. She paid $24. Juan‐Carlo really liked Maya’s sweater, and asked her where she got it. He went to the same store to buy one, but the sale had just ended. He paid $30 for the sweater.
- What was the discount when Maya
bought her sweater? (Give percent.)
- Maya also bought a headband during
the sale. The original price was $10. How much did she pay? Paired Conversation: What strategies could we use to answer these questions?
MLR 5. Co-Craft Questions and Problems
SLIDE 8 6/28/2017 8
Can they both be correct?
At this point, students are given the actual problem they need to work on.
I paid 20% less than you did. I paid 25% more than you did.
Can they both be correct? Explain how you know. Use diagrams if they help you.
Work for 5 minutes to produce a first draft
SLIDE 9 6/28/2017 9
MLR 1. Stronger and Clearer Each Time Purpose: To provide a structured and interactive
- pportunity for students to revise and refine both
their ideas and their verbal and written output. The next Math Language Routine embedded in our task:
MLR 1. Stronger and Clearer Each Time
Pair up with a partner and take turns explaining how you know whether or not Maya and Juan-Carlo can both be correct. In 4 minutes, we’ll switch pairs, and repeat. Then we’ll switch a third and final time. During each paired conversation, you can refer to any calculations and diagrams, but please focus on your words. Take notes on any good ideas from your partners! You can use your partners’ ideas in the next draft of your
SLIDE 10 6/28/2017 10
MLR 2. Collect and Display Purpose: To capture students’ oral words and phrases into a stable, collective reference. As students give verbal explanations during the Stronger and Clearer routine, the teacher circulates, listening and capturing words and phrases that students are using, and records these on a poster. The last Math Language Routine embedded in our task:
MLR 2. Collect and Display
- Is it important to think about ‘the
whole’ in this problem?
- What words and phrases are helpful
for communicating about ‘the whole’ – or ‘1’– in this problem? Collect and Display is used to explicitly grow language around important, targeted mathematical ideas. Student language, captured on a poster, can be used to support whole class discussions about questions like:
SLIDE 11 6/28/2017 11
Can they both be correct? Explain how you know. Use ideas and language from your classmates to produce another draft of your explanation.
Now produce a second draft of your explanation.
Language Development FOR Learning Some Principles
- A. Stronger and Clearer Each Time– provide to revise and
refine ideas verbal and written.
- B. Collect and Display‐capture students oral and written
phases (listen for & capture) C. Critique, Correct and Clarify—share, reflect and analyses work samples
- D. Information Gap‐create a need to communicate
E. Co‐develop questions and problems‐facilitate student inquiry F. Three Reads‐comprehending text, academic language, brainstorm solutions
- G. Compare and Connect‐ discuss contrasting approaches
