Good morning,
It was the mlots.org Numeracy videos.
Have a great day,
Barbara Rotolo-C.
Instructor - ACC



----- Original Message ----
From: "Wrigley, Heide" <heide at literacywork.com>
To: The Adult English Language Learners Discussion List <englishlanguage at nifl.gov>
Sent: Sunday, May 17, 2009 9:51:46 AM
Subject: [EnglishLanguage 4283] Re: Teachers discuss ESL/ESOL and Numeracy classroom videos at MLoTS.

Hi, Barbara and all 

I hope your semester ended on a high note and you have an exciting summer ahead of you. 

I am currently working with a group of ESL/GED teachers who are stuck on how to make math come alive and while I have some general ideas, I don't have a deep understanding of the subject. 

Barbara, do you remember which video you watched and do you have a link to it?  Was it one of the mLots (or something like it) that David Rosen has put together? 

There is a curriculum on-line called Money Talks that the adult ed department in Virginia has put together - the link is www.moneytalks.varc,org but if you know of other financial literacy curricula that ring your chimes, can you let the rest of us know? 


Thanks so much and have a wonderful summer (it starts early in the Southwest) 

Best 

Heide




-----Original Message-----
From: englishlanguage-bounces at nifl.gov [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Barbara Caballero
Sent: Monday, March 09, 2009 9:11 AM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 4012] Teachers discuss ESL/ESOL and Numeracy classroom videos at MLoTS.


Subject: Your request for feedback on MLOTS videos

Good morning,
I watched the numeracy video and the teachers' analysis video.  Both are valuable to me in these ways:

1) The numeracy video showed two techniques that successfully engaged the students.  The first was in using the Mona Lisa as a "problem" for calculating proportion.  This artwork seemed to be immediately familar to everyone, and no one seemed to need an explanation of what the picture represented.  So prior knowledge was immediately connected to the problem.  Next the teacher validated everyone's ideas by putting all "estimates" on the board.

Also, as the teacher put each estimate on the board, she formed a chart, so that everyone could see how many students agreed with each estimate (chart building and reading are additional numeracy skills.)

2) The teachers' analysis session was excellent for me, because it is a demonstration of how reflection is done.  Although the teacher herself was not in the discussion group, it was clear to me that the other teachers were experienced at reflecting on lessons - from what may have happened before the lesson, to what may happen after.  This step in the teaching process seems like a luxury when one is so busy preparing lessons.  Since I haven't practiced reflection much yet, it was very interesting to learn what kinds of questions to ask myself.

Thank you for reminding us about the mlots site.

Barbara Rotolo-Caballero
Part-time Instructor
Austin Community College
barbaracaballero at sbcglobal.net
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