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
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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
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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.
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)
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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
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)
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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
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•
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
______?
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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.
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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.
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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
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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
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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.
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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)
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
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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.
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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
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
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.