COABE	
  Annual	
  Conference	
  
Pi2sburgh,	
  PA	
  	
  	
  	
  	
  	
  	
  March	
  16-­‐19,	
  2014	
  	
  
	
  
Helai...
Layers	
  of	
  the	
  Instruc.onal	
  Context	
  
	
  	
  Curriculum,	
  Instruc.on,	
  and	
  Assessment	
  
	
  	
  	
 ...
Deep	
  Invisible	
  Cultural	
  Values	
  
“Culture	
  acts	
  as	
  a	
  filter	
  or	
  	
  
set	
  of	
  lenses	
  thro...
Teachers	
  and	
  learners	
  assume	
  that:	
  
1.	
  the	
  goals	
  of	
  instrucRon	
  are	
  
a)	
  to	
  produce	
...
Three	
  Major	
  Differences	
  
1.  Oral	
  vs.	
  Print	
  Preferences	
  	
  
2.  CollecRvism	
  vs.	
  Individualism	
...
I	
  never	
  care	
  about	
  reading	
  unRl	
  	
  I	
  come	
  
here	
  	
  In	
  my	
  country	
  nothing	
  to	
  re...
•  Personal	
  efforts	
  praised,	
  
rewarded	
  
	
  
•  Personal	
  interests,	
  desires,	
  
primary	
  
•  Personal	...
•  “We”	
  rather	
  than	
  “I.”	
  
•  People	
  see	
  themselves	
  as	
  part	
  
of	
  an	
  interconnected	
  whole...
Tasks	
  Requiring	
  School-­‐Based	
  
Ways	
  of	
  Thinking	
  
•  Defini.ons	
  
Ø What	
  is	
  a	
  tree?	
  
•  Tr...
(Adapted	
  from	
  Luria,	
  1976)	
  
Sample	
  Task	
  
Teachers	
  and	
  learners	
  assume	
  that:	
  
1.	
  the	
  goals	
  of	
  instrucRon	
  are	
  
a)	
  to	
  produce	
...
(Ibarra,	
  2001)	
  
Struggling Learners U.S. Classrooms
CONDITIONS
	
  
PROCESSES
	
  
ACTIVITIES
	
  
(Adapted from DeCapua & Marshall, 2009,...
Two	
  Different	
  Learning	
  Paradigms	
  
Struggling Language
Learners
U.S. Classrooms
Immediate	
  Relevance	
   Futur...
Mutually Adaptive Learning Paradigm – MALP©
Instructional Model
U.S. Classrooms
Interconnectedness Independence
Shared
Res...
 	
  	
  FAMILIAR	
  
	
  	
  SCHEMATA	
  
	
  
	
  	
  UNFAMILIAR	
  
	
  	
  	
  SCHEMATA	
  
	
  
Describing
your favor...
Project-­‐Based	
  Learning	
  and	
  MALP	
  
	
  
To	
  Define	
  is	
  to	
  Know	
  
The most common question asked in classrooms
in all subjects and at all levels:
WHAT I...
Ques.ons	
  to	
  ask	
  	
  
about	
  the	
  Mystery	
  Bag	
  
•  Do you know what it is?
•  Do you know what it is call...
Checking	
  Answers	
  Together	
  
•  One by one, check all the answers
•  All participate in the checking
Ø  Give answe...
Apple	
  Collec.on	
  
Benefits	
  of	
  Collec.ons	
  
•  Building	
  definiRons	
  
•  Learning	
  ways	
  to	
  categorize	
  objects	
  	
  
• ...
Categoriza.on	
  
A/An	
  _______________________	
  	
  	
  
	
  
	
  	
  	
  	
  	
  	
  is	
  	
  
	
  
	
  	
  	
  	
 ...
Characteris.cs	
  
•  with	
  ___________________	
  
	
  
Or	
  
	
  
•  that	
  has	
  ________________	
  
	
  
Specific	
  Descrip.ons	
  
•  green	
  
•  good	
  
•  delicious	
  
•  round	
  
•  sweet	
  
•  plasRc	
  
•  wood	
  
•...
Talking	
  &	
  Wri.ng	
  about	
  Collec.ons	
  
Talk/write	
  about	
  the	
  items	
  in	
  the	
  collecRons	
  using	...
1.  Opinion	
  	
  
2.  Size	
  
3.  Shape	
  
4.  CondiRon	
  
5.  Age	
  
6.  Color	
  
7.	
  	
  	
  Origin	
  
	
  	
 ...
 	
  	
  	
  	
  The	
  Flipped	
  Classroom	
  
3/19/14	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  Turning	
  teaching	
  on...
Three	
  Reasons	
  to	
  Flip	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
3/19/14	
  
Marshall,	
...
InstrucRonal	
  
Videos	
  
In-­‐Class	
  
CollaboraRon	
  
ObservaRon	
  
Feedback	
  
Assessment	
  
Flipped	
  Learning...
3/19/14	
  
Auerbach/Freire	
  
•  Learner-­‐driven	
  	
  
•  Embracing	
  learner	
  
knowledge	
  
•  MeeRng	
  immedia...
Q	
  &	
  A	
  
COABE	
  2014	
  
Marshall/DeCapua	
  Handouts	
  
Available	
  at	
  
h2p://bit.ly/1qm40Gj*"
*Note:	
  	
  Use	
  zero,	
...
Website:	
  	
  	
  	
  	
  	
  h2p://malpeducaRon.com	
  
Wiki:	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  h2p://...
Making the Transition to Classroom Success:  Culturally Responsive Teaching for Struggling Language Learners
Making the Transition to Classroom Success:  Culturally Responsive Teaching for Struggling Language Learners
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Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners

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Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.

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Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners

  1. 1. COABE  Annual  Conference   Pi2sburgh,  PA              March  16-­‐19,  2014       Helaine  W.  Marshall,  LIU  –  Hudson   Andrea  DeCapua  –    NYU     Making  the  Transi.on  to  Classroom   Success:  Culturally  Responsive  Teaching   for  Struggling  Language  Learners     (c)  copyright  MALP,  LLC.  For  terms  and  condiRons  of  use,  contact    informaRon@malpeducaRon.com  
  2. 2. Layers  of  the  Instruc.onal  Context      Curriculum,  Instruc.on,  and  Assessment          Culturally  Responsive  Teaching   Societal  Factors   Bedrock  Layer    
  3. 3. Deep  Invisible  Cultural  Values   “Culture  acts  as  a  filter  or     set  of  lenses  through  which     we  view  and  interpret     the  world  around  us.”     (DeCapua  &  Wintergerst,  2004)  
  4. 4. Teachers  and  learners  assume  that:   1.  the  goals  of  instrucRon  are   a)  to  produce  an  independent  learner   b)  to  prepare  that  learner  for  their  future           2.  the  learner  brings  along   a)  a preference to participate as an individual b)  age-­‐appropriate  preparaRon  for   (i)   literacy  development   (ii)   academic  tasks   (DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
  5. 5. Three  Major  Differences   1.  Oral  vs.  Print  Preferences     2.  CollecRvism  vs.  Individualism   3.  Informal  Learning  vs.  Formal   EducaRon    
  6. 6. I  never  care  about  reading  unRl    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.        
  7. 7. •  Personal  efforts  praised,   rewarded     •  Personal  interests,  desires,   primary   •  Personal  judgments       •  Personal  responsibility   •  “Self-­‐actualizaRon”       Individualism  
  8. 8. •  “We”  rather  than  “I.”   •  People  see  themselves  as  part   of  an  interconnected  whole   •  “Web”  of  relaRonships   •  Group  is  more  important  than   any  single  individual   Collec.vism  
  9. 9. Tasks  Requiring  School-­‐Based   Ways  of  Thinking   •  Defini.ons   Ø What  is  a  tree?   •  True/False   Ø Washington,  D.  C.  is  the  capital  of  the  U.  S.   Ø Pi2sburgh  is  the  capital  of  Pennsylvania.   •  Classifica.on   Ø Categorize  these  objects  (see  next  slide)  
  10. 10. (Adapted  from  Luria,  1976)   Sample  Task  
  11. 11. Teachers  and  learners  assume  that:   1.  the  goals  of  instrucRon  are   a)  to  produce  an  independent  learner   b)  to  prepare  that  learner  for  their  future           2.  the  learner  brings  along   a) a  preference  to  parRcipate  as  an  individual   b)  age-­‐appropriate  preparaRon  for   (i)   literacy  development   (ii)   academic  tasks   (DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
  12. 12. (Ibarra,  2001)  
  13. 13. Struggling Learners U.S. Classrooms CONDITIONS   PROCESSES   ACTIVITIES   (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998) Aspects of Learning   Two  Different  Learning  Paradigms         Shared Responsibility Individual Accountability Pragmatic Tasks School-Based Tasks Interconnectedness Oral Transmission Independence Written Word Future RelevanceImmediate Relevance
  14. 14. Two  Different  Learning  Paradigms   Struggling Language Learners U.S. Classrooms Immediate  Relevance   Future    Relevance   Shared  Responsibility   PragmaRc  Tasks   CONDITIONS PROCESSES ACTIVITIES Interconnectedness   Oral  Transmission   Independence   (DeCapua  &  Marshall,  2009,  2010;  Marshall,  1994,  1998)   Aspects of Learning Individual    Accountability   School-Based Tasks Wri2en  Word     Standardized  Tes-ng!  
  15. 15. Mutually Adaptive Learning Paradigm – MALP© Instructional Model U.S. Classrooms Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks School-Based Tasks ACCEPT    SLIFE   CONDITIONS   COMBINE  SLIFE                       &  U.S.   PROCESSES   FOCUS  on  U.S.   ACTIVITIES  with   familiar  language     &  content   Immediate Relevance Oral Transmission Written Word with (DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998) Future Relevance Struggling Learners
  16. 16.      FAMILIAR      SCHEMATA        UNFAMILIAR        SCHEMATA     Describing your favorite game in your native language or dialect Explaining steps to solve a math problem in academic English
  17. 17. Project-­‐Based  Learning  and  MALP    
  18. 18. To  Define  is  to  Know   The most common question asked in classrooms in all subjects and at all levels: WHAT IS ______?
  19. 19. Ques.ons  to  ask     about  the  Mystery  Bag   •  Do you know what it is? •  Do you know what it is called in your language or another language? •  What do you do with it? What is it for? •  Do you like it? •  Give 4 words to describe it.  
  20. 20. Checking  Answers  Together   •  One by one, check all the answers •  All participate in the checking Ø  Give answers - tabulate them Ø  Write answers up as others give them Ø  Copy down all descriptive words And  now………  
  21. 21. Apple  Collec.on  
  22. 22. Benefits  of  Collec.ons   •  Building  definiRons   •  Learning  ways  to  categorize  objects     •  Developing  vocabulary       Ø  descripRve  adjecRves     Ø  academic  terms   •  PracRcing  academic  ways  of  responding   Ø  (T/F,  MC)     •  CollaboraRng  on  a  class  project  
  23. 23. Categoriza.on   A/An  _______________________                    is              a/an  _______________________                            Important:    small  before  big!  
  24. 24. Characteris.cs   •  with  ___________________     Or     •  that  has  ________________    
  25. 25. Specific  Descrip.ons   •  green   •  good   •  delicious   •  round   •  sweet   •  plasRc   •  wood   •  heavy   •  glass   •  silver   •  small   •   soap   •  key  chain   •  teapot   •  bank   •  basket   •  magnet   •  paperweight  
  26. 26. Talking  &  Wri.ng  about  Collec.ons   Talk/write  about  the  items  in  the  collecRons  using   sentence  frames           My  apple  is  a/an  ____key chain________.     It  is  ___________,  ___________  and  ________.     It  is  a/an  ________,  ________,  _________  key chain.    
  27. 27. 1.  Opinion     2.  Size   3.  Shape   4.  CondiRon   5.  Age   6.  Color   7.      Origin      (where  from)   8.      Material              (made  of)   9.      funcRon        (Used  for)   big red teapot heavy glass paperweight DeCapua,  A.  2008.  Grammar  for  Teacher.  Boston:    Springer  
  28. 28.          The  Flipped  Classroom   3/19/14                    Turning  teaching  on  its  head:     takes  place  outside  of  class   Bloom’s  Taxomony  –  lower  levels  understanding/ remembering   take  place  in  class   Bloom’s  Taxonomy    –  upper  levels   applying/analyzing/crea-ng  
  29. 29. Three  Reasons  to  Flip                                   3/19/14   Marshall,  TESOL  ConnecRons,  February  2014        1            Increase    comprehension          2          Increase    interac.on            3                Increase    cri.cal  thinking  
  30. 30. InstrucRonal   Videos   In-­‐Class   CollaboraRon   ObservaRon   Feedback   Assessment   Flipped  Learning  Cycle  Components                 Adapted  from  Bergmann  &  Sams,  2012;  Musallam,  2013.   3/19/14   ExploraRon  
  31. 31. 3/19/14   Auerbach/Freire   •  Learner-­‐driven     •  Embracing  learner   knowledge   •  MeeRng  immediate  learner   needs   •  Leading  learners  to   meaningful  social  acRon   and/or  personal  goals   Flipped  Learning   •  Leveraging  of  technology   •  Mastery  learning   •  Maximizing  classroom   interacRon   •  Instructor  “leading  from   behind”    
  32. 32. Q  &  A  
  33. 33. COABE  2014   Marshall/DeCapua  Handouts   Available  at   h2p://bit.ly/1qm40Gj*" *Note:    Use  zero,  not  the  le2er  O  in  the  URL  
  34. 34. Website:            h2p://malpeducaRon.com   Wiki:                          h2p://malp.pbworks.com     Book:     Marshall,  H.W,,  &  DeCapua,  A.,   (2013).    Making  the  Transi>on  to   Classroom  Success:    Culturally  Responsive    Teaching  for  Struggling  Language  Learners.   Ann  Arbor,  MI:University  of  Michigan  Press   Emails:     Helaine.Marshall@gmail.com   Drandreadecapua@gmail.com     MALP  Resources   (c)  copyright  MALP,  LLC.  For  terms  and  condiRons  of  use,  contact    informaRon@malpeducaRon.com  

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