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malpeduca)on.com	
  
Finding	
  Common	
  Ground:	
  
Addressing	
  the	
  Needs	
  of	
  Students	
  
with	
  Limited	
  ...
malpeduca)on.com	
  
malpeduca)on.com	
  
  
Ways  of  thinking  and  lear2ing    
are  shaped  by    
prior  lear2ing  ex6eriences  
malpeduca)on.com	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  ELLs	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	...
malpeduca)on.com	
  
Limited	
  Formal	
  Educa)on	
  
•  Few	
  or	
  no	
  textbooks	
  
•  Minimal	
  supplies	
  
•  L...
malpeduca)on.com	
  
Teachers	
  and	
  learners	
  assume	
  that	
  
1.	
  	
  The	
  goals	
  of	
  instruc)on	
  are	
...
malpeduca)on.com	
  
•  Oral	
  transmission	
  vs.	
  wriTen	
  word	
  	
  	
  
•  Collec)vism	
  vs.	
  individualism	
...
malpeduca)on.com	
  
I	
  never	
  care	
  about	
  reading	
  unCl	
  	
  I	
  come	
  
here	
  	
  In	
  my	
  country	
...
malpeduca)on.com	
  
	
  
Collec)vism	
  and	
  Individualism	
  
	
  
 	
  	
  	
  	
  	
  Informal	
  Ways	
  
	
  	
  	
  	
  	
  of	
  Learning	
   	
   	
   	
  	
  
Formal	
  Educa)on	
  
malpeduca)on.com	
  
	
  	
  Academic	
  Ways	
  of	
  Thinking	
  	
  and	
  	
  	
  	
  	
  	
  	
  
Decontextualized	
 ...
malpeduca)on.com	
  
malpeduca)on.com	
  
Sample	
  Task	
  	
  
What	
  do	
  rabbits	
  and	
  dogs	
  have	
  in	
  common?	
  
Flynn,	
  20...
malpeduca)on.com	
  
Teachers	
  and	
  learners	
  assume	
  that	
  
1.	
  	
  The	
  goals	
  of	
  instruc)on	
  are	
...
malpeduca)on.com	
  (Ibarra, 2001)
malpeduca)on.com	
  
SLIFE
North American
Classrooms
CONDITIONS
	
  
PROCESSES
	
  
ACTIVITIES
	
  
Aspects of
Learning
	
...
malpeduca)on.com	
  
MALP®
	
  
Mutually	
  
	
  	
  Adap)ve	
  	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	...
malpeduca)on.com	
  
Mutually	
  Adap)ve	
  Learning	
  Paradigm®	
  
MALP®	
  
ü Instruc)onal	
  Model	
  
ü Elements	
...
Mutually	
  Adap)ve	
  Learning	
  Paradigm	
  –	
  MALP®	
  
Culturally	
  Responsive	
  Teaching	
  Model	
  
SLIFE	
   ...
malpeduca)on.com	
  
MALP	
  &	
  Project-­‐Based	
  Learning	
  
malpeduca)on.com	
  
Project-Based Learning	
  
•  Allows	
  for	
  differen)a)on	
  
•  Promotes	
  integra)on	
  of	
  li...
malpeduca)on.com	
  
and…
from a MALP™ perspective
•  Provides	
  immediate	
  relevance	
  
•  Fosters	
  a	
  sense	
  o...
malpeduca)on.com	
  
• 	
  	
  Surveys	
  
• 	
  	
  Collec)ons	
  
• 	
  	
  Timelines	
  	
  
• 	
  	
  Shared	
  Events...
malpeduca)on.com	
  
To	
  Define	
  is	
  to	
  Know	
  
The	
  most	
  common	
  ques)on	
  asked	
  in	
  classrooms	
  ...
malpeduca)on.com	
  
Collec)ons	
  
Take	
  a	
  bag	
  
	
  
Do	
  NOT	
  	
  
•  open	
  it	
  un)l	
  you	
  are	
  tol...
malpeduca)on.com	
  
Mystery	
  Bag	
  Ac)vity	
  
malpeduca)on.com	
  
Ques)ons	
  to	
  ask	
  	
  
about	
  the	
  Mystery	
  Bag	
  
•  Do	
  you	
  know	
  what	
  it	
...
malpeduca)on.com	
  
Checking	
  Answers	
  
	
  
•  One	
  by	
  one,	
  check	
  all	
  the	
  answers	
  
•  All	
  par...
malpeduca)on.com	
  
Apple	
  Collec)on	
  
malpeduca)on.com	
  
Benefits	
  of	
  Collec)ons	
  
•  Building	
  defini)ons	
  
•  Learning	
  ways	
  to	
  categorize	...
malpeduca)on.com	
  
Talking	
  &	
  Wri)ng	
  about	
  Collec)on	
  
Talk/write	
  about	
  the	
  items	
  in	
  the	
  ...
malpeduca)on.com	
  
Classify	
  and	
  Place	
  in	
  Order	
  
1.  Opinion	
  	
  
2.  Size	
  
3.  Shape	
  
4.  Condi)...
Mutually	
  Adap)ve	
  Learning	
  Paradigm	
  –	
  MALP®	
  
Culturally	
  Responsive	
  Teaching	
  Model	
  
SLIFE	
   ...
A. Accept Conditions for Learning
A1. I am making this lesson/project immediately relevant to my students.
A2. I am helpin...
malpeduca)on.com	
  
Using	
  the	
  Checklist	
  
Review	
  the	
  Collec)ons	
  ac)vity	
  
you	
  just	
  par)cipated	
...
malpeduca)on.com	
  
	
  
A.	
  	
  Accept	
  Condi)ons	
  for	
  Learning	
  
	
  
•  The	
  category	
  each	
  object	
...
malpeduca)on.com	
  
	
  
B.	
  	
  Combine	
  Processes	
  for	
  Learning	
  
	
  
•  Class	
  collec)vely	
  creates	
 ...
malpeduca)on.com	
  
	
  
C.	
  	
  	
  Focus	
  on	
  New	
  Ac)vi)es	
  for	
  Learning	
  
	
  
•  Classifying	
  
•  R...
malpeduca)on.com	
  
More	
  	
  
	
   	
   	
  Sample 	
  	
  
	
   	
   	
   	
   	
   	
   	
  	
  MALP	
  	
  
	
   	
...
Martha’s	
  Absence	
  Chart	
  
malpeduca)on.com	
  
Timelines:	
  	
  My	
  Life	
  
malpeduca)on.com	
  
Like	
  and	
  Unlike	
  Terms	
  Posters	
  
malpeduca)on.com	
  
Bar	
  Graph	
  Posters	
  
malpeduca)on.com	
  (Photo:	
  Alton	
  Strupp/The	
  Courier-­‐Journal	
  )	
  
malpeduca)on.com	
  
malpeduca)on.com	
  
They	
  are	
  by	
  Room	
  110.	
  
This	
  is	
  a	
  lock.	
  
These	
  are	
  Lockers	
  
malpeduca)on.com	
  
This	
  is	
  the	
  school	
  library.	
  
•  It	
  is	
  Room	
  234.	
  
•  It	
  is	
  on	
  the	...
malpeduca)on.com	
  
	
  
	
  
	
  	
  
	
   	
   	
   	
   	
   	
   	
   	
  	
  
malpeduca)on.com	
  
North	
  American	
  
Mainstream	
  
Formal	
  Educa)on	
  
Informal	
  Ways	
  
of	
  Learning	
  
O...
malpeduca)on.com	
  
Take	
  -­‐	
  Aways	
  
Note	
  to	
  Self:	
  
Note	
  to	
  Supervisor/Admin:	
  
Note	
  to	
  An...
malpeduca)on.com	
  
More	
  about	
  MALP®
?	
  
Email:	
  	
  	
  	
  	
  	
  drandreadecapua@gmail.com	
  
	
  
Website...
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Finding common ground addressing the needs of students with limited or interrupted formal educa)on (slife) toronto june 11, 2015

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Presentation to Toronto and area school boards on students with limited or interrupted formal education (SLIFE)

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Finding common ground addressing the needs of students with limited or interrupted formal educa)on (slife) toronto june 11, 2015

  1. 1. malpeduca)on.com   Finding  Common  Ground:   Addressing  the  Needs  of  Students   with  Limited  or  Interrupted   Formal  Educa)on  (SLIFE)   Andrea  DeCapua,  Ed.D.   Educa)onal  Consultant,  MALP,  LLC   Long  Island  University  –  Mid-­‐Hudson  
  2. 2. malpeduca)on.com  
  3. 3. malpeduca)on.com     Ways  of  thinking  and  lear2ing     are  shaped  by     prior  lear2ing  ex6eriences  
  4. 4. malpeduca)on.com                        ELLs                                                            SLIFE   •  Consistent  grade-­‐level   formal  educa)on   •  Age-­‐appropriate  L1   literacy  skills   •  Grade-­‐level  content   knowledge  for  most   part   •  Iden)ty  as  learner  and   how  to  “do”  school   •  No,  interrupted,  or   limited  formal  educa)on   •  No  /  low  literacy  skills   •  Lack  content  knowledge   of  their  grade-­‐level  peers   across  subjects   •  Unfamiliar  with  “doing”   school  
  5. 5. malpeduca)on.com   Limited  Formal  Educa)on   •  Few  or  no  textbooks   •  Minimal  supplies   •  LiTle  or  no  technology   •  Memoriza)on,   recita)on,  copying   •  Sporadic  aTendance   ©   www.globalafricanvillage.org     Used  by  permission.       (Flaitz,  2012)  
  6. 6. malpeduca)on.com   Teachers  and  learners  assume  that   1.    The  goals  of  instruc)on  are  to   a)  produce  an  independent  learner   b)  prepare  the  learner  for  the  future       DeCapua  &  Marshall,  2011,  Breaking  New  Ground;     Marshall  &  DeCapua,  2013,  Making  the  Transi5on  to  Classroom  Success   2.    The  learner  is  ready  to   a)  par)cipate  and  demonstrate  mastery  on  an                      individual  basis   b)  engage  in  literacy-­‐based,  classroom  tasks  
  7. 7. malpeduca)on.com   •  Oral  transmission  vs.  wriTen  word       •  Collec)vism  vs.  individualism     •  Informal  ways  of  learning  vs.                                                     formal  educa)on         Three  Underlying  Cultural  Differences    
  8. 8. malpeduca)on.com   I  never  care  about  reading  unCl    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.        
  9. 9. malpeduca)on.com     Collec)vism  and  Individualism    
  10. 10.            Informal  Ways            of  Learning           Formal  Educa)on  
  11. 11. malpeduca)on.com      Academic  Ways  of  Thinking    and               Decontextualized  Tasks   •  Defini)ons   Ø What  is  a  tree?     •  True/False   Ø New  York  City  is  the  capital  of  New  York   State.   Ø Toronto  is  the  capital  of  Ontario.     •  Classifica)on   Ø Categorize  these  objects  (see  next  slide)  
  12. 12. malpeduca)on.com  
  13. 13. malpeduca)on.com   Sample  Task     What  do  rabbits  and  dogs  have  in  common?   Flynn,  2007  
  14. 14. malpeduca)on.com   Teachers  and  learners  assume  that   1.    The  goals  of  instruc)on  are  to   a)  produce  an  independent  learner   b)  prepare  the  learner  for  the  future       DeCapua  &  Marshall,  2011,  Breaking  New  Ground;     Marshall  &  DeCapua,  2013,  Making  the  Transi5on  to  Classroom  Success   2.    The  learner  is  ready  to   a)  par)cipate  and  demonstrate  mastery  on  an                      individual  basis   b)  engage  in  literacy-­‐based,  classroom  tasks  
  15. 15. malpeduca)on.com  (Ibarra, 2001)
  16. 16. malpeduca)on.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
  17. 17. malpeduca)on.com   MALP®   Mutually      Adap)ve                                        Learning                                                             Paradigm  
  18. 18. malpeduca)on.com   Mutually  Adap)ve  Learning  Paradigm®   MALP®   ü Instruc)onal  Model   ü Elements  from  students’  learning  paradigm   ü Elements  from  North  American  learning  paradigm   ü Transi)onal  approach  to  close  achievement  gap  
  19. 19. Mutually  Adap)ve  Learning  Paradigm  –  MALP®   Culturally  Responsive  Teaching  Model   SLIFE    Formal  Educa)on   Interconnectedness   Independence    Shared        Responsibility   Individual    Accountability    PragmaCc            Tasks      Academic                            Tasks   ACCEPT   CONDITIONS   COMBINE   PROCESSES   FOCUS  on  NEW   ACTIVITIES  with   familiar  language     &  content      Immediate          Relevance   Oral              Transmission    WriRen  Word   with Future              Relevance              (DeCapua  &  Marshall,  2009,  2011;     Marshall,  1994;  Marshall  &  DeCapua,  2013)      
  20. 20. malpeduca)on.com   MALP  &  Project-­‐Based  Learning  
  21. 21. malpeduca)on.com   Project-Based Learning   •  Allows  for  differen)a)on   •  Promotes  integra)on  of  literacy   and  content  knowledge   •  Improves  student  engagement;                                                   learner-­‐centered  rather  than   teacher-­‐centered  
  22. 22. malpeduca)on.com   and… from a MALP™ perspective •  Provides  immediate  relevance   •  Fosters  a  sense  of  interconnectedness   •  Allows  for  both  shared  responsibility  and   individual  accountability   •  Incorporates  oral  transmission  with  print   •  Develops  academic  ways  of  thinking  
  23. 23. malpeduca)on.com   •     Surveys   •     Collec)ons   •     Timelines     •     Shared  Events   •     Concept  Posters   •     Theme  Booklets     Examples  of  Projects   From:    Breaking  New  Ground                                                        and                          Making  the  Transi5on  to  Classroom  Success  
  24. 24. malpeduca)on.com   To  Define  is  to  Know   The  most  common  ques)on  asked  in  classrooms                                  in  all  subjects  and  at  all  levels:       WHAT  IS  ______?  
  25. 25. malpeduca)on.com   Collec)ons   Take  a  bag     Do  NOT     •  open  it  un)l  you  are  told  to.   •  take  the  item  out.   •  let  anyone  except  your  partner  see  the  item.  
  26. 26. malpeduca)on.com   Mystery  Bag  Ac)vity  
  27. 27. malpeduca)on.com   Ques)ons  to  ask     about  the  Mystery  Bag   •  Do  you  know  what  it  is?   •  Do  you  know  what  it  is  called  in  your   language/another  language?   •  What  do  you  do  with  it?    What  is  it  for?   •  Do  you  like  it?   •  Give  4  words  to  describe  it.    
  28. 28. malpeduca)on.com   Checking  Answers     •  One  by  one,  check  all  the  answers   •  All  par)cipate  in  the  checking   Ø Give  answers    -­‐  tabulate  them   Ø Write  answers  up  as  others  give  them     Ø Copy  down  all  descrip)ve  words  
  29. 29. malpeduca)on.com   Apple  Collec)on  
  30. 30. malpeduca)on.com   Benefits  of  Collec)ons   •  Building  defini)ons   •  Learning  ways  to  categorize  objects     •  Developing  vocabulary       Ø academic  terms   Ø descrip)ve  adjec)ves     •  Collabora)ng  on  a  class  project    
  31. 31. malpeduca)on.com   Talking  &  Wri)ng  about  Collec)on   Talk/write  about  the  items  in  the  collec)ons  using   sentence  frames           My  apple  is  a/an  ____key chain________.     It  is  ___________,  ___________  and  ________.     It  is  a/an  ________,  ________,  _________  key chain.  
  32. 32. malpeduca)on.com   Classify  and  Place  in  Order   1.  Opinion     2.  Size   3.  Shape   4.  Condi)on   5.  Age   6.  Color   7.      Origin      (where  from)   8.      Material              (made  of)   9.      func)on        (Used  for)   small red clip Pretty metal decoration DeCapua,  A.  2008.  Grammar  for  Teachers.   Boston:    Springer  
  33. 33. Mutually  Adap)ve  Learning  Paradigm  –  MALP®   Culturally  Responsive  Teaching  Model   SLIFE    Formal  Educa)on   Interconnectedness   Independence    Shared        Responsibility   Individual    Accountability    PragmaCc            Tasks      Academic                            Tasks   ACCEPT   CONDITIONS   COMBINE   PROCESSES   FOCUS  on  NEW   ACTIVITIES  with   familiar  language     &  content      Immediate          Relevance   Oral              Transmission    WriRen  Word   with Future              Relevance              (DeCapua  &  Marshall,  2009,  2011;     Marshall,  1994;  Marshall  &  DeCapua,  2013)      
  34. 34. 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.     Checklist  available  at:    www.malpeducaCon.com     ©  DeCapua,  A.  &  Marshall,  H.W.  (2011).  Breaking  New  Ground:  Teaching  Students  with  Limited  or  Interrupted   Formal  Educa5on  in  Secondary  Schools,  University  of  Michigan  Press,    (p.68).  For  terms  and  condiCons  of  use,   contact  informaCon@malpeducaCon.com     MALP®  Teacher  Planning  Checklist  
  35. 35. malpeduca)on.com   Using  the  Checklist   Review  the  Collec)ons  ac)vity   you  just  par)cipated  in.   Complete  the  Checklist.  
  36. 36. malpeduca)on.com     A.    Accept  Condi)ons  for  Learning     •  The  category  each  object   represents  is  something  familiar   •  The  ac)vity  makes  abstract— classifica)on—  concrete,  by  using   real-­‐world  objects   •  Students  and  teacher  learn  more   about  each  others’  interests   •  Students  create  collec)ons   together  as  a  class    
  37. 37. malpeduca)on.com     B.    Combine  Processes  for  Learning     •  Class  collec)vely  creates   sentences   •  Pairs  come  up  with  addi)onal   sentences   •  Each  person  adds  informa)on   related  to  own  object     •  Students  share  answers  to   ques)ons  orally  as  teacher  writes   on  board.   •  Students  read  from  board  orally   and  later  copy  into  their   notebooks.  
  38. 38. malpeduca)on.com     C.      Focus  on  New  Ac)vi)es  for  Learning     •  Classifying   •  Representa)onal  vs.   func)onal  iden)fica)on   •  Language  scaffolded  by  use   of  L1  among  students   •  Content  scaffolded  by   relevant  personal   informa)on     •  Content  scaffolded  by   sentence  frames    
  39. 39. malpeduca)on.com   More          Sample                    MALP                          Projects  
  40. 40. Martha’s  Absence  Chart  
  41. 41. malpeduca)on.com   Timelines:    My  Life  
  42. 42. malpeduca)on.com   Like  and  Unlike  Terms  Posters  
  43. 43. malpeduca)on.com   Bar  Graph  Posters  
  44. 44. malpeduca)on.com  (Photo:  Alton  Strupp/The  Courier-­‐Journal  )  
  45. 45. malpeduca)on.com  
  46. 46. malpeduca)on.com   They  are  by  Room  110.   This  is  a  lock.   These  are  Lockers  
  47. 47. malpeduca)on.com   This  is  the  school  library.   •  It  is  Room  234.   •  It  is  on  the  second  floor.    You  return  books  here.  
  48. 48. malpeduca)on.com                            
  49. 49. malpeduca)on.com   North  American   Mainstream   Formal  Educa)on   Informal  Ways   of  Learning   Oral   Transmission   Collec)vism     Deficit  View       they  know  what  to  do  but  lack  ability   Dissonance  View     they  are  starCng  from  a  different  paradigm   Ways  of  Learning  Con)nuum  
  50. 50. malpeduca)on.com   Take  -­‐  Aways   Note  to  Self:   Note  to  Supervisor/Admin:   Note  to  Andrea:  
  51. 51. malpeduca)on.com   More  about  MALP® ?   Email:            drandreadecapua@gmail.com     Website:    hTp://malpeduca)on.com                           Books:          DeCapua,  A.  &  Marshall,  H.W.  (2011).  Breaking   new  ground:  Teaching  students  with  limited  or   interrupted  formal  educa5on  in  U.  S.  secondary   schools.  University  of  Michigan  Press.    Marshall,  H.W.  &  DeCapua,  A.  (2013).  Making  the   transi8on  to  classroom  success:  Culturally   responsive  teaching  for  struggling  language   learners    (2013).  University  of  Michigan  Press.      

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