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
Unit-IV; Professional Sales Representative (PSR).pptx
Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)
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
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
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
19. Scaffolding:
True
or
False
_______
has
a
sister.
True___
False
___
_______
has
a
brother.
True___
False
___
_______
has
a
cell
phone.
True___
False
___
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)
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
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?
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
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)
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:
______________________
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
64.
65.
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