Webinar 5 15-13 DeCapua Students with Limited/Interrupted Formal Educations


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Part of a webinar on students with limited/interrupted formal education and refugee backgrounds, sponsored by the National Clearinghouse for English Language Acquisition. Full webinar available at: http://www.ncela.gwu.edu/webinars/event/39

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  • SLIFE vs. SIFE
  • Students talk about their lives outside of schoolStudents and teacher learn more about each others’ interestsTeacher and students share what they do when they are bored
  • The final product would be a bar graph representing the activitiesMany steps before this productYou can see some of the major ones listed hereWe see how this is an implementation of MALP: Relevance to their lives, builds interconnectedness, combines the processes for learning –shared/indiv and oral trans/written and targets academic tasks – all the elements of MALPThis class survey paved the way to many other activities, learning about what civil war soldiers did paired completing the class Venn diagram so comparison/contrastThis entire project is written up in our 2010 publication on MALP, co-written with the teacher Carol Antolini.
  • Here are the elements that Gloria gradually put together over time to create her MALP classroom
  • Question and answersWith boxes so they can focus on the math they need to supply and are guided to the English
  • Word Wall—commonly found in elementary classrooms, but less so in secondary. Yet very effective with SLIFE. Math here but for any content area
  • Teacher made what I called Concept Posters Here to show sides of a triangle: related to real world objects that are vertical, horizontal and diagonalRead some of them from the slide
  • Webinar 5 15-13 DeCapua Students with Limited/Interrupted Formal Educations

    1. 1. May 15, 2013Andrea DeCapua, Ed.D.Educational Consultanthttp://malpeducation.comdrandreadecapua@gmail.com
    2. 2. (DeCapua & Wintergerst, 2004)
    3. 3. • Oral preferred communication andinformation-sharing mode• used to pragmatic learning withimmediate relevance• generally from collectivistic culturesand more comfortable workingtogether, sharing responsibility
    4. 4. • Develop basic literacy skills• Learn basic and grade-level subject areaconcepts• Develop academic ways of thinking• Adapt to cultural differences in learningand teaching
    5. 5. 1. the goals of K-12 instruction area) to produce an independent learnerb) to prepare that learner for life after schooling2. the learner brings alonga) an urge to compete and excel as anindividualb) age-appropriate preparation for(i) literacy development(ii) academic tasks(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
    6. 6. SLIFE U.S.ClassroomsCONDITIONSPROCESSESACTIVITIES(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)Aspects ofLearningSharedResponsibilityIndividualAccountabilityPragmaticTasksAcademic TasksInterconnectednessOral TransmissionIndependenceWritten WordFutureRelevanceImmediate relevance
    7. 7. (Ibarra, 2001)
    8. 8. Activities• surveys• theme bookletsSupports• graphicorganizers• sentence frames• concept posters• word wallsMutuallyAdaptiveLearningParadigm(MALP)SLIFE USClassroomsAspectsofLearningConditions immediaterelevanceinterconnectednessfuturerelevanceindependenceProcesses sharedresponsibilityoraltransmissionindividualaccountabilitywrittenwordActivitiespragmatictasks academictasks(AdaptedfromDeCapua&Marshall,2009;2011;Marshall&DeCapua,2013)
    9. 9. • Class brainstorming• Five most commonactivities• Interviews in class• Data gathering• Graph• Sentences belowgraph
    10. 10. XXXXX
    11. 11. These are lockers.They are by Room 110.This is a lock.
    12. 12. • Graphic organizers• Word wall• Sentence frames• Teacher-made conceptposters• Student–producedposters
    13. 13. My Freedom Trip:A Child’s Escape fromNorth KoreaMotherSoldierFatherMr. Han(DeCapua, A., Smathers, W.& Tang, F.,, 2009).
    14. 14. leftbehindlets SooandMr. HallescapeLeavesNorthKoreafirsthelps SooescapeDeCapua, A., Smathers, W. &Tang, F. (2009).byFrancis Park&Ginger Park
    15. 15. My apple is a/an ____keychain________.It is ___________,___________and ________.It is a/an ________,________, _________key chain.(Marshall, H.W., & DeCapua, A. 2013)
    16. 16. A. Accept learning conditionsB. Combine learning processes from bothperspectivesC. Focus on learning activities of formaleducation using familiar language andcontent as scaffoldingD. Incorporate project-based learning
    17. 17. Bigelow, M. (2010). Mogadishu on the Mississippi: Language,Racialized Identity and Education in a New Land. Malden, MA: Wiley-Blackwell.DeCapua, A., & Marshall, H.W. (2011). Breaking New Ground:Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools. Ann Arbor, MI: University of Michigan Press.DeCapua, A., Smathers, W. & Tang, F.L. (2009). Meeting The Needs ofStudents with Limited or Interrupted Formal Education . Ann Arbor, MI:University of Michigan Press.Flaitz, J. (2006). Understanding Your Refugee and Immigrant Students:An Educational, Cultural, and Linguistic Guide. Ann Arbor, MI:University of Michigan Press.Marshall, H.W. & DeCapua, A. (appearing summer 2013). Making theTransition: Culturally Responsive Teaching for Struggling LanguageLearners. Ann Arbor, MI: University of Michigan Press.
    18. 18. The following websites provide links to information andarticles about students with limited/interrupted formaleducation:http://malpeducation.comhttp://malp.pbworks.comhttp://readingrockets.orghttp://minnetesol.org/journal/index_vol25.htmlhttp://www.leslla.org/workshops.htmhttp://cnx.org/content/m37446/latest/