ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011
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ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011

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Mutually Adaptive Learning Paradigm (MALP) Project ...

Mutually Adaptive Learning Paradigm (MALP) Project
Detailed description of one MALP project: Class Collections, showing the MALP Checklist and how it is used to analyze a project for SLIFE: students with limited or interrupted formal education

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ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011 ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011 Presentation Transcript

  • ELLs with Limited Prior Schooling: Six Instructional Guidelines CoTESOL Convention Denver 2011 Andrea DeCapua The College of New Rochelle Helaine W. Marshall Long Island University
  • Students with Limited or Interrupted Formal Education How do we refer to them? • LFS • SIFE • SLIFE
  • 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 View slide
  • Mutually Adaptive 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) View slide
  • 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 Education in Secondary Schools
  • DeCapua, A. & Marshall, H. W. (2011). Breaking New Ground: Teaching Students with Limitedor Interrupted Formal Education in U.S. Secondary Schools. Ann Arbor: U of Michigan Press.
  • • Choose a bag.• Look inside.• What is it?• Think about your answer.
  • Questions 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 descriptive words And now………
  • Apple Collection
  • Benefits of Collections• Building definitions• Learning ways to categorize objects• Developing vocabulary – academic terms – descriptive adjectives• Collaborating on a class project
  • CategorizationA/An _______________________ is a/an _______________________ Important: small before big!
  • Characteristics• with ___________________ or• that has ________________
  • Specific Descriptions• green • wood • key chain• good • heavy • teapot• delicious • glass • bank• round • silver • basket• sweet • small • magnet• plastic • soap • paperweight
  • Classify and Place in Order1. Opinion 7- Origin2. Size (Where from)3. Shape 8- Material4. Condition (Made of)5. Age 9- Function (Used for)6. Colorbig red teapot heavy glass paperweight
  • Talking & Writing about Collections Talk/write about the items in the collections 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 Education 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 Adaptive 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