CoTESOL 2012 presentation on students with limited/interrupted formal education. Includes overview of our instructional model, Mutually Adaptive Learning Paradigm (MALP) and innovative teaching approaches, including the flipped classroom

1. Addressing
the
Needs
of
Students
with
Limited
or
Interrupted
Formal
Educa;on
(SLIFE)
Andrea
DeCapua
The
College
of
New
Rochelle
Helaine
W.
Marshall
LIU
Hudson

2.
Ques;on
#1
(Luria,
1976)

3. Ques;on
#2
What
do
rabbits
and
dogs
have
in
common?

4. Ques;on
#3
a. New
York
is
the
capital
of
the
United
States.
___True
___False
b. Denver
is
the
capital
of
Colorado.
___True
___False

5. To
think
about:
Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences

6. Western-­‐style
Formal
Educa;on

7. Western-­‐Style
Formal
Educa;on

8. Informal
Ways
of
Learning

9. Rural
Primary
Educa;on
©
www.globalafricanvillage.org
Used
by
permission.

10. To
Define
is
to
Know
What
is
an
owl
pellet?

11. Different
Ways
of
Thinking
and
Learning
Academic
Classroom
based,
“scien;fic
spectacles”
(Flynn,
2007)
Pragma;c
Real
world,
life
experiences

12. Ways
of
Thinking
&
Learning
Con;nuum
SLIFE
Informal Western-style
Learning Formal Education

13. Needs
of
SLIFE
• Develop
basic
literacy
skills
• Learn
basic
and
grade-­‐level
subject
area
concepts
• Develop
academic
ways
of
thinking
• Adapt
to
cultural
differences
in
learning
and
teaching

14. (Ibarra,
2001)

15. Culturally
Responsive
Teaching
(CRT)
CRT
“encourages
us
to
ques-on
the
rela-onships
among
the
students,
ourselves
as
teachers,
the
school
curriculum,
the
school
and
society
as
a
whole”
(Ladson-­‐Billings,
1995)

16. Teachers
and
learners
assume
that
1.
the
learner
brings
along
a) an
urge
to
compete
and
excel
as
an
individual
b)
age-­‐appropriate
prepara;on
for
(i)
literacy
development
(ii)
academic
tasks
2.
the
goals
of
K-­‐12
instruc;on
are
a)
to
produce
an
independent
learner
b)
to
prepare
that
learner
for
life
aeer
schooling

17. There
is
a
solu;on
.
.
.
Example:
Scaffolding
True/False

18. Scaffolding:
True
False

19. Scaffolding:
True
or
False
_______
has
a
sister.
True___
False
___
_______
has
a
brother.
True___
False
___
_______
has
a
cell
phone.
True___
False
___

20. Mutually
Adap;ve
Learning
Paradigm

21. Mutually
Adap;ve
Learning
Paradigm
M A L P
• Instruc;onal
model
• Elements
from
students’learning
paradigm
• Elements
from
Western-­‐style
educa;on
• Transi;onal
approach
to
achievement
gap
by
addressing
cultural
dissonance

22. Learning
Paradigm
• Condi;ons
for
Learning
• Processes
for
Learning
• Ac;vi;es
for
Learning

23. M A L P
S L I F E
North
American
Classrooms
Immediate
Future
Accept
SLIFE
Relevance
Relevance
condi;ons
Interconnectedness
Independence
Combine
SLIFE
&
Shared
Individual
North
American
Responsibility
Accountability
processes
with
Oral
Transmission
Wrigen
Word
Focus
on
new
ac;vi;es
with
Pragma;c
Academic
familiar
language
Tasks
Tasks
&
content
(Adapted
from
DeCapua
&
Marshall,
2009,
2010,
2011;
Marshall
1994,
1998)

24. Linguis;c
Schema
F
M
J
E
O
T
P
Y
X
A
B
C
D
E
F
G
H
I
(James, 1987)

25. Content
Schema
“I
pledge
a
lesson
to
the
frog
of
the
United
States
of
America,
and
to
the
wee
puppets
for
witches’
hands;
one
Asian
in
the
vesPbule,
with
liRle
rice
and
just
tee
for
all.”
(Betty Bao Lord’s childhood
understanding of the Pledge of
Allegiance)

26. Formal
Schema
_____________
____________
____________
____________
__________,
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________.
Ασδφγηκκ
Adapted
from
Peregoy
&
Boyle
(2005)

27. Types
of
Schemata
•
LinguisPc
Schemata
• Content
Schemata
•
Formal
Schemata

28. Two
Learning
Ac;vi;es
FAMILIAR
UNFAMILIAR
SCHEMATA
SCHEMATA
Telling
Explaining
a
folktale
steps
used
to
in
the
solve
a
math
naPve
problem
language
in
English

29. MALP
Checklist
Mutually Adaptive Learning Paradigm – MALP ©
Teacher Planning Checklist
A. Accept Conditions for Learning
A1. I am making this lesson/project immediately relevant to students.
A2. I am helping students develop and maintain interconnectedness.
B. Combine Processes for Learning
B1. I am incorporating 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.
DeCapua,
A.
&
Marshall.
H.
W.
(2011).
Breaking
new
ground:
Teaching
English
learners
with
limited
or
interrupted
formal
educa-on
in
US
secondary
schools.
Ann
Arbor,
MI:
University
of
Michigan
Press.

30. Implemen;ng
MALP
• Carol’s
Social
Studies
Class
–
Unit
Design
• Gloria’s
Math
Class
–
Classroom
Posters
• Aaron’s
Chemistry
Class
–
Flipping
the
Classroom

31. Carol’s
Class
Ages:
15
–
21
Educa;on:
3rd
grade
to
8th
grade
Classes:
Self-­‐contained
– English
– Social
Studies
– Math
– Science
Countries
of
origin:
Hai;,
Dominican
Republic,
El
Salvador,
Guatemala

32. Carol's
Social
Studies
Unit
Objec;ves:
Students
will
be
able
to
(1) describe
the
everyday
life
of
a
Civil
War
soldier
(2) compare/contrast
it
with
their
own
lives
today

33. How
am
I
helping
students
develop
and
maintain
social
rela;onships?

34.
How
am
I
making
this
lesson
immediately
relevant
to
my
students?
Bagling
Boredom

35. How
am
I
incorpora;ng
both
group
responsibility
and
individual
accountability?

36. How
am
I
scaffolding
the
wrigen
word
through
oral
interac;on?

37. What
new
academic
tasks
am
I
introducing?

38. What
am
I
doing
to
make
the
new
tasks
accessible
to
my
students?

39. And
now
on
to
math
.
.
.

40. Gloria’s
Math
Class
• Ages:
14
-­‐
18
• Educa;on:
– 5th
grade
–
9th
grade
• Class:
– Integrated
Algebra
– Low-­‐proficiency
ELLs
and
SLIFE
• Origin:
– Dominican
Republic,
Ecuador,
Mexico,
Puerto
Rico
and
Albania

41. Gloria’s
Math
Learning
Environment
Objec;ves:
Students
will
be
able
to
(1) Use
wall
posters
as
supports
to
solve
problems
and
provide
sentence
level
solu;ons
(2) Create
partner
posters
to
illustrate
mathema;cal
concepts,
including:
a. Number
lines
b. Bar
graphs
c. Like
and
unlike
terms

42. What
does
a
MALP
Classroom
Look
Like?
• Word
wall
• Calendar
• Sentence
frames
• Teacher-­‐made
concept
posters
• Student–produced
posters

43. Word
Wall

44. Sentence
Frames

45. Teacher-­‐made
Concept
Poster

46. Number
Lines

47. Bar
Graph
Posters

48. Like
and
Unlike
Terms
Posters

49. MALP
meets
the
FLIP
click

50. The
Flipped
Classroom
Turn
teaching
inside
out:
• Direct
instruc;on
takes
place
outside
of
class
(Bloom
–
understanding/remembering)
• Prac;ce
and
applica;on
take
place
in
class
(Bloom
–
applying/analyzing/crea;ng)

51. FLIP Components
1. Instruc;onal
Video
2. In-­‐class
Collabora;on
3. Just-­‐in-­‐;me
Feedback

52. Aaron’s
Chemistry
Lesson
Objec;ves:
Students
will
be
able
to
(1) Explain
Boyle’s
Law
(2) Solve
problems
using
Boyle’s
Law

53. Boyle’s
Law
Pressure
is
inversely
propor-onal
to
volume

54. Problem
Solve
this
problem
using
Boyle’s
Law
When
a
tank
with
eight
liters
of
gas
under
760
torr
of
pressure
is
subjected
to
1520
torr,
what
will
the
resul-ng
volume
of
the
gas
be?
ANSWER:
______________________

55. Mathema;cal
Formula
for
Boyle’s
Law
PV
=
k

56. Chemistry
Lecture
Hall:
A
Virtual
Classroom
Experience
Play

57. Boyle's
Law
Animated

58. Circle
Forma;on

59. In-­‐Class Collabora;on

60. Aaron’s
Chemistry
Class
In
class,
collabora;ng
with
immediate
feedback
from
peers
based
on
the
instruc;onal
video,
solve
the
problem
using
Boyle’s
Law
When
a
tank
with
eight
liters
of
gas
under
760
torr
of
pressure
is
subjected
to
1520
torr,
what
will
the
resul-ng
volume
of
the
gas
be?
ANSWER:
______________________
Academic
language
is
scaffolded
prior
to
presen;ng
the
problem
See
“Scaffolding
Academic
Ways
of
Thinking
and
Responding,”
in
Making
the
Transi-on:
Culturally
Responsive
Teaching
for
Struggling
Second
Language
Learners
(Marshall
&
DeCapua,
forthcoming)

61. Three
Reasons
to
Flip
1.
Increase
comprehension
2.
Increase
interac;on
3.
Increase
thinking
skills
While
implemen-ng
the
elements
of
MALP
for
struggling
L2
learners

62. M A L P
S L I F E
North
American
Classrooms
Immediate
Future
Accept
SLIFE
Relevance
Relevance
condi;ons
Interconnectedness
Independence
Combine
SLIFE
&
North
American
Shared
Individual
processes
Responsibility
Accountability
with
Oral
Transmission
Wrigen
Word
Focus
on
new
ac;vi;es
with
Pragma;c
Academic
familiar
language
Tasks
&
content
Tasks
(Adapted
from
DeCapua
&
Marshall,
2009,
2010,
2011;
Marshall
1994,
1998)

63. .
.
.
and
thus
.
.
.
Culturally
Responsive
Teaching
+
MALP
=
less
cultural
dissonance
• Recogni;on
of
the
value
and
priori;es
of
different
ways
of
learning
• Mutual
adapta;on
to
move
learners
along
the
Con;nuum
of
Ways
of
Learning

66. More
about
MALP?
• Our
books
(University
of
Michigan
Press):
Mee-ng
the
needs
of
students
with
limited
or
interrupted
formal
educa-on
(2009)
Breaking
new
ground:
Teaching
students
with
limited
or
interrupted
formal
educa-on
in
U.
S.
secondary
schools
(2011)
Making
the
transi-on:
Culturally
Responsive
Teaching
for
struggling
second
language
learners
(summer
2013)
• Our
websites:
hgp://malpeduca;on.com
hgp://malp.pbworks.com
• Our
ar;cles:
TESOL
Journal,
ELT
Journal,
Preven-ng
School
Failure,
Urban
Review
and
more
• Our
email:
adecapua3@gmail.com
helaine.marshall@liu.edu