Iowa caring about our kids through culturally responsive teaching
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English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the students’ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP®). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
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Iowa caring about our kids through culturally responsive teaching
- 1. Caring About Our Kids Through Culturally Responsive Teaching Dr. Andrea DeCapua, Ed.D. New York University & MALP LLC Des Moines, IA June 17, 2016 Follow me on twitter! @andreadecapua drandreadecapua@gmail.com
- 3. Ways of thinking and learning are shaped by prior learning experiences
- 4. Who are Students with Limited or Interrupted Formal Education (SLIFE)? malpeducation.com
- 5. malpeducation.com SLIFE Appropriate grade-level education Age-appropriate literacy Grade-level content knowledge Identity as learner No / interrupted / limited formal education No / low literacy Missing grade-level content knowledge Incomplete identity as learner Other ELs
- 6. malpeducation.com If there was prior schooling . . . Used by permission globalafricanvillage.org
- 7. malpeducation.com Ways of Learning Continuum No schooling, New to print Full participation formal education
- 8. malpeducation.com Layers of the Instructional Context Curriculum, Instruction, and Assessment Culturally Responsive Teaching SocietalFactors Bedrock Layer (Berlin, 2009)
- 9. language architecture music food dance clothing holidays visible culture beliefs valuesgender roles assumptions about learning assumptions about teaching role of individualrole of the group Importance of print attittudes toward age, aging, the aged norms of non-verbal communication notions of self hidden culture
- 10. malpeducation.com Intercultural Communication Framework (ICF) • Establish and maintain an ongoing two-way relationship • Identify priorities in the different cultures • Make associations between the strange and the familiar
- 11. malpeducation.com Establish and Maintain a Relationship
- 12. malpeducation.com Identify Priorities in the Different Cultures
- 13. malpeducation.com Identify Priorities in the Different Cultures
- 14. malpeducation.com Make the Strange Familiar
- 16. malpeducation.com Teachers and learners assume that 1. the goals of K-12 instruction are a) to produce an independent learner b) to prepare that learner for life after schooling 2. the learner is ready to a) engage in literacy-based, school-related tasks b)participate and demonstrate mastery on an individual basis
- 18. malpeducation.com I never care about reading until 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.
- 20. malpeducation.com Informal Ways of Learning Formal Education
- 21. malpeducation.com Academic Ways of Thinking and Decontextualized Tasks • Definitions ØWhat is a tree? • True / False ØNew York City is the capital of New York State. ØDes Moines is the capital of Iowa.
- 23. malpeducation.com Sample Task Flynn, 2007 What do dogs and rabbits have in common?
- 24. malpeducation.com • Oral transmission / written word • Collectivism / individualism • Informal ways of learning / formal education Three Underlying Cultural Differences
- 25. malpeducation.com Teachers and learners assume that 1. The goals of instruction are to a) produce an independent learner b) prepare the learner for the future 2. The learner is ready to a) participate and demonstrate mastery on an individual basis b) engage in literacy-based, classroom tasks
- 26. (Ibarra, 2001)
- 27. malpeducation.com Oral Transmission Interconnectedness Decontextualized Tasks Individual Accountability Written Word Independence © MALP, LLC based on Academic ways of thinking SLIFE North American Classrooms CONDITIONS PROCESSES ACTIVITIES Aspects of Learning Shared Responsibility Pragmatic Tasks Future RelevanceImmediate Relevance based on Socio-‐cultural experiences Standardized Testing
- 28. malpeducation.com SLIFE North American Classrooms CONDITIONS PROCESSES ACTIVITIES Aspects of Learning Two Different Learning Paradigms Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks Interconnectedness Oral Transmission Independence Written Word Future RelevanceImmediate Relevance
- 29. malpeducation.com Mutually Adaptive Learning Paradigm® MALP® üInstructional approach üElements from students’ learning paradigm üElements from formal educational learning paradigm üTransitional approach to developing identity as learner by reducing cultural dissonance
- 30. malpeducation.com SLIFE North Am. Schools Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks Decontextualized Tasks ACCEPT CONDITIONS COMBINE PROCESSES FOCUS on NEW ACTIVITIESwith familiarlanguage & content Immediate Relevance Oral Transmission Written Word with Future Relevance © MALP, LLC based on Academic Ways of Thinking based on Socio-‐cultural Experiences
- 31. A. Accept Conditions for Learning A1. I am making this lesson/project immediately relevant to my students. A2. I am helping students develop and maintain interconnectedness. B. Combine Processes for Learning B1. 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 Learning C1. I am focusing on tasks requiring academic ways of thinking. C2. I am making these tasks accessible with familiar language and content. MALP® Teacher Planning Checklist© © DeCapua, A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in Secondary Schools, University of Michigan Press, (p.68). For terms and conditions of use, contact information@malpeducation.com
- 32. malpeducation.com Scaffolds for Learning • Word wall • Calendar • Sentence frames • Teacher-produced posters • Student–produced posters
- 39. malpeducation.com Like and Unlike Terms
- 41. malpeducation.com • Students work collaboratively to produce a final product • Learner-centered vs. teacher- centered MALP and Projects
- 42. malpeducation.com What Is A Project? © 2015 MALP, LLC
- 44. malpeducation.com School . . . (Photo: Alton Strupp/The Courier-Journal )
- 46. malpeducation.com They are by Room 110. This is a lock. These are lockers
- 47. malpeducation.com This is the school library. • It is Room 234. • It is on the second floor. You return books here.
- 48. malpeducation.com Formal Education Informal Ways of Learning Orality Collectivism Deficit View Dissonance View Ways of Learning Continuum
- 51. malpeducation.com More Information? drandreadecapua@gmail.com Follow me on twitter! @andreadecapua www.malpeducation.com