Finding common ground addressing the needs of students with limited or interrupted formal educa)on (slife) toronto june 11, 2015
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Presentation to Toronto and area school boards on students with limited or interrupted formal education (SLIFE)
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Finding common ground addressing the needs of students with limited or interrupted formal educa)on (slife) toronto june 11, 2015
- 1. malpeduca)on.com Finding Common Ground: Addressing the Needs of Students with Limited or Interrupted Formal Educa)on (SLIFE) Andrea DeCapua, Ed.D. Educa)onal Consultant, MALP, LLC Long Island University – Mid-‐Hudson
- 3. malpeduca)on.com Ways of thinking and lear2ing are shaped by prior lear2ing ex6eriences
- 4. malpeduca)on.com ELLs SLIFE • Consistent grade-‐level formal educa)on • Age-‐appropriate L1 literacy skills • Grade-‐level content knowledge for most part • Iden)ty as learner and how to “do” school • No, interrupted, or limited formal educa)on • No / low literacy skills • Lack content knowledge of their grade-‐level peers across subjects • Unfamiliar with “doing” school
- 5. malpeduca)on.com Limited Formal Educa)on • Few or no textbooks • Minimal supplies • LiTle or no technology • Memoriza)on, recita)on, copying • Sporadic aTendance © www.globalafricanvillage.org Used by permission. (Flaitz, 2012)
- 6. malpeduca)on.com Teachers and learners assume that 1. The goals of instruc)on are to a) produce an independent learner b) prepare the learner for the future DeCapua & Marshall, 2011, Breaking New Ground; Marshall & DeCapua, 2013, Making the Transi5on to Classroom Success 2. The learner is ready to a) par)cipate and demonstrate mastery on an individual basis b) engage in literacy-‐based, classroom tasks
- 7. malpeduca)on.com • Oral transmission vs. wriTen word • Collec)vism vs. individualism • Informal ways of learning vs. formal educa)on Three Underlying Cultural Differences
- 8. malpeduca)on.com I never care about reading unCl I come here In my country nothing to read but here, everywhere print, words and signs and books and you have to read The most importants I have learned about the United States that is a book, newspapers, or notebook and pens. These things are always let me know how to live here.
- 9. malpeduca)on.com Collec)vism and Individualism
- 11. malpeduca)on.com Academic Ways of Thinking and Decontextualized Tasks • Defini)ons Ø What is a tree? • True/False Ø New York City is the capital of New York State. Ø Toronto is the capital of Ontario. • Classifica)on Ø Categorize these objects (see next slide)
- 12. malpeduca)on.com
- 13. malpeduca)on.com Sample Task What do rabbits and dogs have in common? Flynn, 2007
- 14. malpeduca)on.com Teachers and learners assume that 1. The goals of instruc)on are to a) produce an independent learner b) prepare the learner for the future DeCapua & Marshall, 2011, Breaking New Ground; Marshall & DeCapua, 2013, Making the Transi5on to Classroom Success 2. The learner is ready to a) par)cipate and demonstrate mastery on an individual basis b) engage in literacy-‐based, classroom tasks
- 16. malpeduca)on.com SLIFE North American Classrooms CONDITIONS PROCESSES ACTIVITIES Aspects of Learning Two Different Learning Paradigms Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks Interconnectedness Oral Transmission Independence Written Word Future RelevanceImmediate Relevance
- 17. malpeduca)on.com MALP® Mutually Adap)ve Learning Paradigm
- 18. malpeduca)on.com Mutually Adap)ve Learning Paradigm® MALP® ü Instruc)onal Model ü Elements from students’ learning paradigm ü Elements from North American learning paradigm ü Transi)onal approach to close achievement gap
- 19. Mutually Adap)ve Learning Paradigm – MALP® Culturally Responsive Teaching Model SLIFE Formal Educa)on Interconnectedness Independence Shared Responsibility Individual Accountability PragmaCc Tasks Academic Tasks ACCEPT CONDITIONS COMBINE PROCESSES FOCUS on NEW ACTIVITIES with familiar language & content Immediate Relevance Oral Transmission WriRen Word with Future Relevance (DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
- 20. malpeduca)on.com MALP & Project-‐Based Learning
- 21. malpeduca)on.com Project-Based Learning • Allows for differen)a)on • Promotes integra)on of literacy and content knowledge • Improves student engagement; learner-‐centered rather than teacher-‐centered
- 22. malpeduca)on.com and… from a MALP™ perspective • Provides immediate relevance • Fosters a sense of interconnectedness • Allows for both shared responsibility and individual accountability • Incorporates oral transmission with print • Develops academic ways of thinking
- 23. malpeduca)on.com • Surveys • Collec)ons • Timelines • Shared Events • Concept Posters • Theme Booklets Examples of Projects From: Breaking New Ground and Making the Transi5on to Classroom Success
- 24. malpeduca)on.com To Define is to Know The most common ques)on asked in classrooms in all subjects and at all levels: WHAT IS ______?
- 25. malpeduca)on.com Collec)ons Take a bag Do NOT • open it un)l you are told to. • take the item out. • let anyone except your partner see the item.
- 26. malpeduca)on.com Mystery Bag Ac)vity
- 27. malpeduca)on.com Ques)ons to ask about the Mystery Bag • Do you know what it is? • Do you know what it is called in your language/another language? • What do you do with it? What is it for? • Do you like it? • Give 4 words to describe it.
- 28. malpeduca)on.com Checking Answers • One by one, check all the answers • All par)cipate in the checking Ø Give answers -‐ tabulate them Ø Write answers up as others give them Ø Copy down all descrip)ve words
- 30. malpeduca)on.com Benefits of Collec)ons • Building defini)ons • Learning ways to categorize objects • Developing vocabulary Ø academic terms Ø descrip)ve adjec)ves • Collabora)ng on a class project
- 31. malpeduca)on.com Talking & Wri)ng about Collec)on Talk/write about the items in the collec)ons using sentence frames My apple is a/an ____key chain________. It is ___________, ___________ and ________. It is a/an ________, ________, _________ key chain.
- 32. malpeduca)on.com Classify and Place in Order 1. Opinion 2. Size 3. Shape 4. Condi)on 5. Age 6. Color 7. Origin (where from) 8. Material (made of) 9. func)on (Used for) small red clip Pretty metal decoration DeCapua, A. 2008. Grammar for Teachers. Boston: Springer
- 33. Mutually Adap)ve Learning Paradigm – MALP® Culturally Responsive Teaching Model SLIFE Formal Educa)on Interconnectedness Independence Shared Responsibility Individual Accountability PragmaCc Tasks Academic Tasks ACCEPT CONDITIONS COMBINE PROCESSES FOCUS on NEW ACTIVITIES with familiar language & content Immediate Relevance Oral Transmission WriRen Word with Future Relevance (DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
- 34. A. Accept Conditions for Learning A1. I am making this lesson/project immediately relevant to my students. A2. I am helping students develop and maintain interconnectedness. B. Combine Processes for Learning B1. I am incorporating both shared responsibility and individual accountability. B2. I am scaffolding the written word through oral interaction. C. Focus on New Activities for Learning C1. I am focusing on tasks requiring academic ways of thinking. C2. I am making these tasks accessible with familiar language and content. Checklist available at: www.malpeducaCon.com © DeCapua, A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Formal Educa5on in Secondary Schools, University of Michigan Press, (p.68). For terms and condiCons of use, contact informaCon@malpeducaCon.com MALP® Teacher Planning Checklist
- 35. malpeduca)on.com Using the Checklist Review the Collec)ons ac)vity you just par)cipated in. Complete the Checklist.
- 36. malpeduca)on.com A. Accept Condi)ons for Learning • The category each object represents is something familiar • The ac)vity makes abstract— classifica)on— concrete, by using real-‐world objects • Students and teacher learn more about each others’ interests • Students create collec)ons together as a class
- 37. malpeduca)on.com B. Combine Processes for Learning • Class collec)vely creates sentences • Pairs come up with addi)onal sentences • Each person adds informa)on related to own object • Students share answers to ques)ons orally as teacher writes on board. • Students read from board orally and later copy into their notebooks.
- 38. malpeduca)on.com C. Focus on New Ac)vi)es for Learning • Classifying • Representa)onal vs. func)onal iden)fica)on • Language scaffolded by use of L1 among students • Content scaffolded by relevant personal informa)on • Content scaffolded by sentence frames
- 39. malpeduca)on.com More Sample MALP Projects
- 41. malpeduca)on.com Timelines: My Life
- 42. malpeduca)on.com Like and Unlike Terms Posters
- 43. malpeduca)on.com Bar Graph Posters
- 44. malpeduca)on.com (Photo: Alton Strupp/The Courier-‐Journal )
- 45. malpeduca)on.com
- 46. malpeduca)on.com They are by Room 110. This is a lock. These are Lockers
- 47. malpeduca)on.com This is the school library. • It is Room 234. • It is on the second floor. You return books here.
- 48. malpeduca)on.com
- 49. malpeduca)on.com North American Mainstream Formal Educa)on Informal Ways of Learning Oral Transmission Collec)vism Deficit View they know what to do but lack ability Dissonance View they are starCng from a different paradigm Ways of Learning Con)nuum
- 50. malpeduca)on.com Take -‐ Aways Note to Self: Note to Supervisor/Admin: Note to Andrea:
- 51. malpeduca)on.com More about MALP® ? Email: drandreadecapua@gmail.com Website: hTp://malpeduca)on.com Books: DeCapua, A. & Marshall, H.W. (2011). Breaking new ground: Teaching students with limited or interrupted formal educa5on in U. S. secondary schools. University of Michigan Press. Marshall, H.W. & DeCapua, A. (2013). Making the transi8on to classroom success: Culturally responsive teaching for struggling language learners (2013). University of Michigan Press.