Preparing Educators to TeachStudents with Limited/InterruptedFormal Education         TESOL Convention      New Orleans Ma...
Mutually Adaptive LearningParadigm – MALP©•   Instructional Model•   Transitional approach to close achievement    gap•   ...
MALP©A. Accept Conditions for LearningB. Combine Processes for LearningC. Focus on New Activities for Learning
MALP Teacher Planning Checklist ©                             A. Accept Conditions for LearningA1. I am making this lesson...
Before MALP© Training:Carol’s Lesson on U.S. SymbolsObjectives: Students will be able to describe what “symbol” means id...
SymbolsStatue of Liberty
American Symbols LessonCarol’s Self-AssessmentShe thought she was meeting their needs PPT presentation with images Focus...
American Symbols LessonMALP© Assessment  For SLIFE, lesson lacked:   familiar conditions for learning   transition to ne...
After MALP© Training:  Carol’s MALP© Social Studies ProjectObjectives: Students will be able to: describe the everyday li...
A. Accept Conditions for Learning   interconnectedness   immediate relevance
B. Combine Processes for Learningshared + individual responsibility   oral + written
C. New Activities for Learning    academic tasks   familiar language and content
And now on to math . . .
Gloria’s Math Class  •   Mainstream math teacher  •   Section of beginner ELLs with SLIFE  •   MALP© training  •   Shift i...
High School MALP© MathClassroom    Word wall    Calendar    Sentence frames    Teacher-made concept posters    Studen...
Word Wall
Class Calendar
Sentence Frames
Teacher-made Concept Poster
Number Line
Number Lines
Venn Diagrams
Like and Unlike Terms Posters
Bar Graph Posters
Gloria’s Classroom
©                        Mutually Adaptive Learning Paradigm – MALP                                  Teacher Planning Chec...
More about MALP©?Our website: http://malp.pbworks.comAndrea DeCapua adecapua@cnr.eduHelaine W Marshall helaine.marshall@li...
Selected References    DeCapua, A. & Marshall, H.W. (2010b). Serving ELLs with limited or     interrupted education: Inte...
References (cont’d) DeCapua, A., Smathers, W. & Tang, F. (2007). Addressing the  challenges and needs of students with in...
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Preparing educators to teach students with limited/interrupted formal education tesol 2011

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Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.

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Preparing educators to teach students with limited/interrupted formal education tesol 2011

  1. 1. Preparing Educators to TeachStudents with Limited/InterruptedFormal Education TESOL Convention New Orleans March 17, 2011 Andrea DeCapua The College of New Rochelle Helaine W. Marshall Long Island University
  2. 2. Mutually Adaptive LearningParadigm – MALP©• Instructional Model• Transitional approach to close achievement gap• Elements from students’ learning paradigm• Elements from U.S. learning paradigm(Marshall, 1998; DeCapua & Marshall, 2011)
  3. 3. MALP©A. Accept Conditions for LearningB. Combine Processes for LearningC. Focus on New Activities for Learning
  4. 4. 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 US Secondary Schools
  5. 5. Before MALP© Training:Carol’s Lesson on U.S. SymbolsObjectives: Students will be able to describe what “symbol” means identify important US symbols explain meaning of US symbols
  6. 6. SymbolsStatue of Liberty
  7. 7. American Symbols LessonCarol’s Self-AssessmentShe thought she was meeting their needs PPT presentation with images Focus on oral language use Focus on new vocabulary Focus on individual student participation
  8. 8. American Symbols LessonMALP© Assessment For SLIFE, lesson lacked:  familiar conditions for learning  transition to new processes for learning  new activities for learning
  9. 9. After MALP© Training: Carol’s MALP© Social Studies ProjectObjectives: Students will be able to: describe the everyday life of Civil War soldiers compare/contrast it with their own lives today
  10. 10. A. Accept Conditions for Learning interconnectedness immediate relevance
  11. 11. B. Combine Processes for Learningshared + individual responsibility oral + written
  12. 12. C. New Activities for Learning academic tasks familiar language and content
  13. 13. And now on to math . . .
  14. 14. Gloria’s Math Class • Mainstream math teacher • Section of beginner ELLs with SLIFE • MALP© training • Shift in pedagogy to incorporate MALP© Let’s peek into Gloria’s classroom…
  15. 15. High School MALP© MathClassroom  Word wall  Calendar  Sentence frames  Teacher-made concept posters  Student–produced posters
  16. 16. Word Wall
  17. 17. Class Calendar
  18. 18. Sentence Frames
  19. 19. Teacher-made Concept Poster
  20. 20. Number Line
  21. 21. Number Lines
  22. 22. Venn Diagrams
  23. 23. Like and Unlike Terms Posters
  24. 24. Bar Graph Posters
  25. 25. Gloria’s Classroom
  26. 26. © Mutually Adaptive Learning Paradigm – MALP Teacher Planning Checklist A. Accept Conditions for Learning A1. I am making this lesson/project immediately relevant to students. A2. I am helping students develop and maintain interconnectedness. B. Combine Processes for Learning B1. I am incorporating 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.DeCapua, A. & Marshall. H. W. (2011). Breaking new ground:Teaching English learnerswith limited or interrupted formal education in US secondary schools. Ann Arbor, MI:University of Michigan Press.
  27. 27. More about MALP©?Our website: http://malp.pbworks.comAndrea DeCapua adecapua@cnr.eduHelaine W Marshall helaine.marshall@liu.eduSlideShare Event: TESOL 2011
  28. 28. Selected References  DeCapua, A. & Marshall, H.W. (2010b). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49- 70.  DeCapua, A. & Marshall. H. W. (2011). Breaking new ground:Teaching English learners with limited or interrupted formal education in US secondary schools. Ann Arbor, MI: University of Michigan Press.  DeCapua, A. & Marshall, H.W. (2011). Reaching ELLs at risk: Instruction for students with limited/interrupted formal education. Preventing School Failure, 55, 35-41.  DeCapua, A., & Marshall, H. W. (2010a). Limited formally schooled * English language learners in U.S. classrooms. Urban Review, 42, 159-173.
  29. 29. References (cont’d) DeCapua, A., Smathers, W. & Tang, F. (2007). Addressing the challenges and needs of students with interrupted formal education (SIFE). Educational Policy & Leadership, 65, 40–46. Marshall, H.W. & DeCapua A. 2010). The newcomer booklet: A Project for limited formally schooled students. ELT Journal, 64. 396-404. Marshall, H.W., DeCapua, A., & Antolini, C. (2010) Building literacy for SIFE through social studies. Educator’s Voice, 3, 56-65. Marshall, H. W. (1998). A mutually adaptive learning paradigm (MALP) for Hmong students. Cultural Circles, 3, 134-141.

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