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ELLs with Limited Prior Schooling CoTESOL 11-11-11
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ELLs with Limited Prior Schooling CoTESOL 11-11-11

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Presentation demonstrating the implementation of the Mutually Adaptive Learning Paradigm (MALP) through a collections project

Presentation demonstrating the implementation of the Mutually Adaptive Learning Paradigm (MALP) through a collections project

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ELLs with Limited Prior Schooling CoTESOL 11-11-11 ELLs with Limited Prior Schooling CoTESOL 11-11-11 Presentation Transcript

  •  ELLs  with  Limited  Prior  Schooling:     Six  Instruc8onal  Guidelines       CoTESOL  Conven8on   Denver  2011     Andrea  DeCapua   The  College  of  New  Rochelle     Helaine  W.  Marshall   Long  Island  University  
  • Needs  of  SLIFE  •  Develop  basic  literacy  skills    •  Master  content  &  concepts  in  curriculum    •  Adapt  to  cultural  differences  in  learning  and   teaching  •  Develop  academic  ways  of  thinking  
  • Mutually  Adap8ve  Learning  Paradigm  -­‐  MALP     SLIFE North American Classrooms Immediate Future ACCEPT SLIFE Relevance Relevance CONDITIONS Interconnectedness Independence COMBINE SLIFE & U.S. Shared Individual Responsibility Accountability PROCESSES with Oral Transmission Written Word FOCUS on U.S. ACTIVITIES with familiar Pragmatic Academic language Tasks Tasks & content (DeCapua  &  Marshall,  2011;  Marshall  1994,  1998)    
  •      MALP  Teacher  Planning  Checklist   A. Accept Conditions for LearningA1. I am making this lesson/project immediately relevant to my students.A2. I am helping students develop and maintain interconnectedness. B. Combine Processes for LearningB1. 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 LearningC1. I am focusing on tasks requiring academic ways of thinking.C2. I am making these tasks accessible to my students with familiar language and content. ©  University  of  Michigan  Press,  2011.    DeCapua  &  Marshall.  Breaking  New  Ground:     Teaching  Students  with  Limited  or  Interrupted  Formal  Educa>on  in  Secondary  Schools        
  •      DeCapua,    A.    &  Marshall,  H.  W.  (2011).  Breaking  New  Ground:  Teaching  Students  with  Limited  or  Interrupted  Formal  Educa>on  in    U.S.  Secondary  Schools.  Ann  Arbor:  U  of  Michigan  Press.  
  •      •  Choose  a  bag.  •  Look  inside.  •  What  is  it?  •  Think  about  your  answer.  
  • Ques8ons  to  ask  about  the  Mystery  Bag   •  Do  you  know  what  it  is?   •  Do  you  know  what  it  is  called  in  your  language?   •  Do  you  like  it?   •  Give  4  words  to  describe  it.    
  • Sharing  Answers    ›  Tabulate  answers  ›  Write  answers  as  students  say  them  ›  Copy  down  all  descripGve  words   And  now………  
  • Apple  Collec8on  
  • Benefits  of  Collec8ons  •  Building  definiGons  •  Learning  ways  to  categorize  objects    •  Developing  vocabulary       –  academic  terms   –  descripGve  adjecGves    •  CollaboraGng  on  a  class  project    
  • Categoriza8on  A/An  _______________________                    is              a/an  _______________________          Important:    small  before  big!  
  • Characteris8cs  •  with  ___________________     or    •  that  has  ________________    
  • Specific  Descrip8ons  •  green   •  wood   •  key  chain  •  good   •  heavy   •  teapot  •  delicious   •  glass   •  bank  •  round   •  silver   •  basket  •  sweet   •  small   •  magnet  •  plasGc   •   soap   •  paperweight  
  • Classify  and  Place  in  Order   1.  Opinion     7-­‐  Origin   2.  Size    (Where  from)   3.  Shape   8-­‐  Material           4.  CondiGon    (Made  of)   5.  Age   9-­‐  FuncGon        (Used  for)   6.  Color   big red teapot heavy glass paperweight
  • Talking  &  Wri8ng  about  Collec8ons   Talk/write  about  the  items  in  the  collecGons  using   sentence  frames:           My  apple  is  a/an  ____key chain________.     It  is  ___________,  ___________  and  ________.     It  is  a/an  ________,  ________,  _________  key chain.  
  •      MALP  Teacher  Planning  Checklist   A. Accept Conditions for LearningA1. I am making this lesson/project immediately relevant to my students.A2. I am helping students develop and maintain interconnectedness. B. Combine Processes for LearningB1. 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 LearningC1. I am focusing on tasks requiring academic ways of thinking.C2. I am making these tasks accessible to my students with familiar language and content. ©  University  of  Michigan  Press,  2011.    DeCapua  &  Marshall.  Breaking  New  Ground:     Teaching  Students  with  Limited  or  Interrupted  Formal  Educa>on  in  Secondary  Schools        
  • A. Accept Conditions for Learning  •  The category each object represents is something familiar•  The activity makes abstract— classification— concrete, by using real-world objects•  Students and teacher learn more about each others’ interests•  Students create collections together as a class
  • B. Combine Processes for Learning•  Class collectively creates   sentences•  Pairs come up with additional sentences•  Each person adds information related to own object•  Students share answers to questions orally as teacher writes on board•  Students read from board orally and later copy into their notebooks
  • C. Focus on New Activities for Learning  •  Classifying•  Representational vs. functional identification•  Language scaffolded by use of L1 among students•  Content scaffolded by relevant personal information•  Content scaffolded by sentence frames
  • Mutually  Adap8ve  Learning  Paradigm  -­‐  MALP     SLIFE North American Classrooms Immediate Future ACCEPT SLIFE Relevance Relevance CONDITIONS Interconnectedness Independence COMBINE SLIFE & U.S. Shared Individual Responsibility Accountability PROCESSES with Oral Transmission Written Word FOCUS on U.S. ACTIVITIES with familiar Pragmatic Academic language Tasks Tasks & content (DeCapua  &  Marshall,  2011;  Marshall  1994,  1998)    
  • More about MALP?Visit: malpeducation.com