Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)

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

(Luria, 1976)

Ques;on #1

Ques;on #2

What do rabbits and dogs have in common?

Ques;on #3

a.   New York is the capital of the United States. ___True ___False

b.   Denver is the capital of Colorado. ___True ___False

To think about:

Ways of thinking and lear2ing

are shaped by

prior lear2ing ex6eriences

Western-‐style Formal Educa;on

Western-‐Style Formal Educa;on

Informal Ways of Learning

Rural Primary Educa;on

© www.globalafricanvillage.org Used by permission.

To Define is to Know

What is an owl pellet?

Different Ways of Thinking and Learning

Academic Classroom based, “scien;fic spectacles” (Flynn, 2007)

Pragma;c

Real world, life experiences

Ways of Thinking & Learning Con;nuum

Informal Learning

Western-style Formal Education

SLIFE

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

(Ibarra, 2001)

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)

Teachers and learners assume that

2. the goals of K-‐12 instruc;on are

a) to produce an independent learner

b) to prepare that learner for life aeer schooling

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

There is a solu;on . . .

Example: Scaffolding True/False

Scaffolding: True False

Scaffolding: True or False

_______ has a sister. True___ False ___ _______ has a brother. True___ False ___ _______ has a cell phone. True___ False ___

Mutually Adap;ve Learning Paradigm

Mutually Adap;ve Learning Paradigm MALP

•  Instruc;onal model

•  Elements from students’learning paradigm

•  Elements from Western-‐style educa;on

•  Transi;onal approach to achievement gap by addressing cultural dissonance

Learning Paradigm

•  Condi;ons for Learning •  Processes for Learning •  Ac;vi;es for Learning

MALP SL I FE North American Classrooms

Interconnectedness Independence

Shared Responsibility

Individual Accountability

Pragma;c Tasks

Academic Tasks

Accept SLIFE condi;ons

Combine SLIFE & North American processes

Focus on new ac;vi;es with familiar language & content

Immediate Relevance

Oral Transmission

Future Relevance

Wrigen Word

with

(Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)

Linguis;c Schema

(James, 1987)

A B C D E F G H I

F M J E O T P Y X

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)

Formal Schema

Adapted from Peregoy & Boyle (2005)

_____________ ____________

____________ ____________ __________, __________________________________________________________________ __________________________________________________________________

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________.

Ασδφγηκκ

Types of Schemata

•  LinguisPc Schemata

•  Content Schemata

•  Formal Schemata

Two Learning Ac;vi;es

FAMILIAR SCHEMATA

UNFAMILIAR SCHEMATA

Explaining steps used to solve a math problem in English

Telling a folktale in the naPve language

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.

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.

Implemen;ng MALP

•  Carol’s Social Studies Class – Unit Design

•  Gloria’s Math Class – Classroom Posters

•  Aaron’s Chemistry Class – Flipping the Classroom

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

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

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

How am I making this lesson immediately

relevant to my students?

Bagling Boredom

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

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

What new academic tasks am I introducing?

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

And now on to math . . .

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

Gloria’s Math Learning Environment


(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

•  Word wall

•  Calendar •  Sentence frames

•  Teacher-‐made concept posters

•  Student–produced posters

What does a MALP Classroom Look Like?

Word Wall

Sentence Frames

Teacher-‐made Concept Poster

Number Lines

Bar Graph Posters

Like and Unlike Terms Posters

click

MALP meets the FLIP

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)

FLIP Components

1.   Instruc;onal Video

2.   In-‐class Collabora;on

3.   Just-‐in-‐;me Feedback

Aaron’s Chemistry Lesson


(1) Explain Boyle’s Law

(2) Solve problems using Boyle’s Law

Boyle’s Law

Pressure is inversely propor-onal to volume

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: ______________________

Mathema;cal Formula for Boyle’s Law

PV = k

Chemistry Lecture Hall: A Virtual Classroom Experience

Play

Boyle's Law Animated

Circle Forma;on

In-‐Class Collabora;on

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)

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

MALP SL I FE North American Classrooms

Interconnectedness Independence

Shared Responsibility

Individual Accountability

Pragma;c Tasks

Academic Tasks

Accept SLIFE condi;ons

Combine SLIFE & North American processes

Focus on new ac;vi;es with familiar language & content

Immediate Relevance

Oral Transmission

Future Relevance

Wrigen Word

with

(Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)

. . . 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

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: [email protected] [email protected]

Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)

Education

Transcript of Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)