Equity pedagogy through culturally responsive teaching with MALP - Mutually Adaptive Learning Paradigm


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The Mutually Adaptive Learning Paradigm (MALP) is a formula for change in the schools to provide struggling learners with equity pedagogy through a culturally responsive teaching model that is based on addressing the three hallmarks/deal breakers of the classroom: promise of future reward, the individual hand raise, and standardized testing. MALP gives teachers a framework for instruction that is mutually adaptive. To learn more - view the slide presentation.

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Equity pedagogy through culturally responsive teaching with MALP - Mutually Adaptive Learning Paradigm

  1. 1. Culturally Responsive Teaching& Equity Pedagogyin US Schools:A formula for changeHelaine W. Marshall, Ph. D.Long Island University2013
  2. 2. Teachers and learners assume that: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 an individualb) age-appropriate preparation fori. literacy developmentii. academic tasksAdapted from Marshall (1998); DeCapua & Marshall (2011)
  3. 3. (Ibarra, 2001)
  4. 4. Two Different Learning ParadigmsFamiliar CulturalParadigmU.S. MainstreamParadigmImmediateRelevanceFutureRelevanceSharedResponsibilityIndividualAccountabilityPragmatic Tasks Academic TasksCONDITIONSPROCESSESACTIVITIESInterconnectednessOral TransmissionIndependenceWritten Word(DeCapua & Marshall, 2009,2010; Marshall, 1994,1998)Aspects ofLearning
  5. 5. The “me” of culturemeMarshall (2013)The farther astudent is fromthe “me” of theculture, the lesscredible thepromise offuture rewardfrom educationwill be for thestudent.
  6. 6. Individualistic vs. CollectivisticCultures
  7. 7. Marshall (2013)The farther astudent is alongthe continuum ofindividualistic tocollectivistic, theless invested thestudent will be inthe individualhand raise.
  8. 8. Ways of Learning ContinuumU.S. MainstreamFormal EducationStrugglingLearnersInformal Waysof LearningDeficit View – they know howbut cannot do it – lack abilityDissonance View – they are startingfrom a different paradigm
  9. 9. What are Academic Tasks?• Definitions• What is a tree?• True/False• Washington DC is the capital of the US• NYC is the capital of NY state• Classification• Categorize these objects
  10. 10. (Luria, 1976)Sample Task: Which does not belong?
  11. 11. Two Different Learning ParadigmsFamiliar CulturalParadigmU.S. MainstreamParadigmImmediateRelevanceFuture RelevanceSharedResponsibilityPragmatic TasksCONDITIONSPROCESSESACTIVITIESInterconnectednessOral TransmissionIndependence(DeCapua & Marshall, 2009,2010; Marshall, 1994,1998)Aspects ofLearningIndividualAccountabilityAcademic TasksWritten WordStandardized Testing!
  12. 12. Marshall (2013) Theless comfortable astudent is withmainstream processesof individualaccountability and thewritten word and theless familiar a student iswith academic tasks,the less successful thestudent will be onstandardized testing.IndividualAccountabilityAcademic TasksWritten WordStandardized Testing!
  13. 13. Hallmarks/Deal Breakersof US Mainstream Classrooms• Promise of future reward from education• Individual hand raise• Standardized testing
  14. 14. Summary of Equity Pedagogy through Culturally Responsive Teachingwith MALP – the Mutually Adaptive Learning Paradigm©• Students who do not find the “promise of future reward”credible in their lives need immediate relevance• Students who do not embrace the “individual hand raise” tocompete and excel need interconnectedness• Students who do not perform adequately on “standardizedtests” need the combination of: shared responsibility with built-in individual accountability oral transmission to scaffold the written word a clear focus on learning to execute academic tasks with familiarlanguage and content as scaffolds
  15. 15. Mutually Adaptive Learning Paradigm - MALPInstructional ModelFamiliar CulturalParadigmU.S. MainstreamParadigmInterconnectedness IndependenceSharedResponsibilityIndividualAccountabilityPragmaticTasksAcademicTasksACCEPT LearnerCONDITIONSCOMBINE Learner& U.S. MainstreamPROCESSESFOCUS on U.S.MainstreamACTIVITIES withfamiliar language& contentImmediateRelevanceOralTransmissionFutureRelevanceWritten Wordwith(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
  16. 16. Hallmarks/Deal Breakers of USMainstream Education• Standardized Testing• Individual Hand Raise• Promise of Future Reward• If you have all three, you’ve made it!• If not, best of luck, and thanks for playing.
  17. 17. More about MALP?Websites:http://malp.pbworks.comHttp://malpeducation.comHelaine W. Marshall helaine.marshall@liu.eduAndrea DeCapua adecapua3@gmail.com