An overview of our instructional model, the Mutually Adaptive Learning Paradigm, and the use of surveys with learners to build different ways of thinking
ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011Helaine W. Marshall
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
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
Preparing educators to teach students with limited/interrupted formal educati...Helaine W. Marshall
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.
Designing projects for ELLs with Limited/Interrupted Formal EducationHelaine W. Marshall
We provide and discuss essential criteria for designing class projects to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of ELLs with limited or interrupted education. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011Helaine W. Marshall
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
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
Preparing educators to teach students with limited/interrupted formal educati...Helaine W. Marshall
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.
Designing projects for ELLs with Limited/Interrupted Formal EducationHelaine W. Marshall
We provide and discuss essential criteria for designing class projects to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of ELLs with limited or interrupted education. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
EBI Equivalence Based Instruction Jaba 43 01 0019Knowledge_Broker
With semiconductor manufacturing efficiency improvement efforts primarily focused upon equipment technologies, KBI recognizes that overall labor effectiveness (OLE) improvement efforts will soon be required to support that industries performance improvement goals and maintain pace with laws governing the industry . Illinois State University published this research paper which clearly defines the strategies incorporated with the KBI Performance Series line of learning products. (KBI has published a WBT product to summarize the research and draw parallels to benefits the semiconductor manufacturing community may realize. Visit our website http://www.knowledgebrokerinc.com)
Achieve3000 Elementary School Lexile ReportAchieve3000
KidBiz3000®, TeenBiz3000®, and Empower3000™:
The first Web-based, differentiated literacy solutions
that reach every student at his or her Lexile® level.
Powered by a proprietary software engine that distributes
grade–appropriate assignments to the entire
class, but tailors them according to each student’s
reading level, Achieve3000 Solutions enables teachers
to move their students up surely and steadily,
level by level.
These research–based solutions extend teachers’
reach without increasing workloads or time demands
and are proven to accelerate reading comprehension,
fluency, writing proficiency, vocabulary
development, and high-stakes test scores.
In a national study of elementary school students using KidBiz3000, students nearly doubled their expected growth
norms as measured in Lexiles.
The results of a nationwide, year-long study that looked at the achievement of more than 54,000 students in 2,426 schools showed that students using Achieve3000®’s KidBiz3000®, TeenBiz3000® or Empower3000™ solutions more than doubled their expected Lexile growth.
Three instructional guidelines for struggling adolescent and adult EllsHelaine W. Marshall
Introduces an instructional model in which both teachers and learners adapt to the learning paradigm of the other: A Mutually Adaptive Learning Paradigm. DeCapua and Marshall (2010).
Designed for L2 learners who continue to struggle despite other interventions on their behalf.
PPT from Workshop on Students with Limited or Interrupted Formal Education (SLIFE). HW Marshall/A DeCapua; sponsored by Regional Bilingual Education Resource Network for Hudson Valley, NY. Hosted by LIU-Hudson.
Addressing the Needs of Students with Limited or Interrupted Formal Education...Andrea DeCapua
CoTESOL 2012 presentation on students with limited/interrupted formal education. Includes overview of our instructional model, Mutually Adaptive Learning Paradigm (MALP) and innovative teaching approaches, including the flipped classroom
Equity pedagogy through culturally responsive teaching with MALP - Mutually A...Helaine W. Marshall
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.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
EBI Equivalence Based Instruction Jaba 43 01 0019Knowledge_Broker
With semiconductor manufacturing efficiency improvement efforts primarily focused upon equipment technologies, KBI recognizes that overall labor effectiveness (OLE) improvement efforts will soon be required to support that industries performance improvement goals and maintain pace with laws governing the industry . Illinois State University published this research paper which clearly defines the strategies incorporated with the KBI Performance Series line of learning products. (KBI has published a WBT product to summarize the research and draw parallels to benefits the semiconductor manufacturing community may realize. Visit our website http://www.knowledgebrokerinc.com)
Achieve3000 Elementary School Lexile ReportAchieve3000
KidBiz3000®, TeenBiz3000®, and Empower3000™:
The first Web-based, differentiated literacy solutions
that reach every student at his or her Lexile® level.
Powered by a proprietary software engine that distributes
grade–appropriate assignments to the entire
class, but tailors them according to each student’s
reading level, Achieve3000 Solutions enables teachers
to move their students up surely and steadily,
level by level.
These research–based solutions extend teachers’
reach without increasing workloads or time demands
and are proven to accelerate reading comprehension,
fluency, writing proficiency, vocabulary
development, and high-stakes test scores.
In a national study of elementary school students using KidBiz3000, students nearly doubled their expected growth
norms as measured in Lexiles.
The results of a nationwide, year-long study that looked at the achievement of more than 54,000 students in 2,426 schools showed that students using Achieve3000®’s KidBiz3000®, TeenBiz3000® or Empower3000™ solutions more than doubled their expected Lexile growth.
Three instructional guidelines for struggling adolescent and adult EllsHelaine W. Marshall
Introduces an instructional model in which both teachers and learners adapt to the learning paradigm of the other: A Mutually Adaptive Learning Paradigm. DeCapua and Marshall (2010).
Designed for L2 learners who continue to struggle despite other interventions on their behalf.
PPT from Workshop on Students with Limited or Interrupted Formal Education (SLIFE). HW Marshall/A DeCapua; sponsored by Regional Bilingual Education Resource Network for Hudson Valley, NY. Hosted by LIU-Hudson.
Addressing the Needs of Students with Limited or Interrupted Formal Education...Andrea DeCapua
CoTESOL 2012 presentation on students with limited/interrupted formal education. Includes overview of our instructional model, Mutually Adaptive Learning Paradigm (MALP) and innovative teaching approaches, including the flipped classroom
Equity pedagogy through culturally responsive teaching with MALP - Mutually A...Helaine W. Marshall
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.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
Connecting students with limited interrupted formal education (SLIFE) to US c...Andrea DeCapua
Students with limited/interrupted formal education (SLIFE) come to US classrooms with very different assumptions about teaching and learning than those of the educational system. Consequently, they confront cultural dissonance; that is, they are confounded by the ways in which language and content are presented, practiced, and assessed in U.S. classrooms. Understanding underlying cultural differences in assumptions about learning and teaching helps educators to develop teaching strategies that best address the needs of SLIFE. In this session, we examine some assumptions about teaching and learning to better understand elements of cultural dissonance experienced by these learners. I demonstrate how to incorporate projects for learning by using a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP), designed to connect SLIFE to formal classrooms
Webinar 5 15-13 DeCapua Students with Limited/Interrupted Formal EducationsAndrea DeCapua
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
Implementing Culturally Responsive Instruction in the LESLLA ClassroomAndrea DeCapua
This demonstration guidesd teachers through the process of designing and delivering instruction to LESLLA learners based on Culturally Responsive Teaching (CRT) with the Mutually Adaptive Learning Paradigm (MALP).
Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Com...Andrea DeCapua
Immigrant students with limited formal schooling have assumptions and experiences that are very different from those of their teachers. Our instructional model, the Mutually Adaptive Learning Paradigm (MALP) addresses the issues these students encounter by reducing cultural dissonance and transitioning them to formal schooling. We describe the implementation of MALP in community-based adult language and literacy programs and examine how this culturally responsive model encouraged participation, developed a sense of community, and reduced cultural dissonance.
Similar to Engaging Adult Learners with Limited or Interrupted Formal Education (20)
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English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the students’ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP®). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
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5-hour interactive institute on addressing the needs of students with limited or interrupted formal education (SLIFE). Includes an exploration of participants’ assumptions about teaching and learning, and contrasting these with the expectations and assumptions of SLIFE. Examines how to build bridges for crossing the border to academic success by implementing a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP), a tool designed to help teachers enable SLIFE to access the literacy practices and the academic ways of thinking and learning of formal education while honoring and respecting their learning paradigm.
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Keynote at the MELEd conference Minnesota November 2015 discussing how to best understand and meet the needs of struggling English learners in our schools
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Presentation to refugee teachers on culturally responsive teaching, cultural diversity, differences in teaching and learning, and the Mutually Adaptive Learning Paradigm (MALP)
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As immigration to the U.S. continues to grow, more and more students with interrupted or limited formal education (SLIFE) enter secondary schools and adult education programs. These learners face major challenges, including the need to develop literacy skills and a content knowledge base, often in a limited timeframe. Beyond this, however, SLIFE come to formal education unfamiliar with classroom tasks and behaviors, and with little or no experience in expected types of learning and thinking. Dominant Western-style pedagogical practices derive from culturally- based priorities for learners and learning, priorities intrinsic to this style of schooling. Educators are often unaware how pervasive these priorities are and how much they shape pedagogical practices. I explore the priorities of both US mainstream educators and those of SLIFE, and discuss how each can accommodate the other’s priorities through a culturally responsive, mutually adaptive approach, thereby reducing the cultural dissonance SLIFE confront in formal educational settings. I conclude by considering how educators can bridge the gap to culturally new ways of learning by transitioning SLIFE from their preferred ways of learning to those deemed necessary for literacy and academic attainment in formal education.
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Engaging Adult Learners with Limited or Interrupted Formal Education
1. Engaging
Adult
Learners
with
Limited/Interrupted
Formal
Educa9on
Andrea
DeCapua
The
College
of
New
Rochelle
Helaine
W.
Marshall
LIU
Hudson
2.
3. U.S.
teachers
and
learners
assume
that:
1.
the
goals
of
instrucAon
are
a) to
prepare
learners
for
their
future
b) to
produce
independent
learners
2.
the
learner
brings
along
a) an
urge
to
compete
and
excel
as
an
individual
b) preparaAon
for
academic
tasks
(Adapted
from
DeCapua
&
Marshall,
2011)
4. Two
Different
Learning
Paradigms
Aspects
of
Adult
Learners
with
North
American
Learning
Limited
schooling
Classrooms
Immediate
Future
CONDITIONS
Relevance
Relevance
Interconnectedness
Independence
Shared
Individual
PROCESSES
Responsibility
Accountability
Oral
Transmission
WriTen
Word
PragmaAc
Tasks
Academic
Tasks
ACTIVITIES
(Adapted
from
DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994,1998)
5. M A L P
Adult
Learners
with
North
American
Limited
schooling
Classrooms
Immediate
Future
Accept
learner
Relevance
Relevance
condiAons
Interconnectedness
Independence
Combine
learner
&
Shared
Individual
North
American
Responsibility
Accountability
processes
with
Oral
Transmission
WriTen
Word
Focus
on
new
acAviAes
with
PragmaAc
Academic
familiar
language
Tasks
&
content
Tasks
(Adapted
from
DeCapua
&
Marshall,
2009,
2010,
2011;
Marshall
1994,
1998)
6. BeDy’s
Class
• Ages:
18-‐61
• Educa9on:
None
to
5th
grade
• Classes:
– ESL
– Hmong
Literacy
– Life-‐skills
Math
– Problem
Posing
• Origin:
Hmong
from
Laos
7. Class
Survey:
Crossing
the
Mekong
• Interviewing
at
home
• Sharing
data
in
class
• Drawing
map
&
flags
• Entering
data
in
table
• Using
sentence
frames
• Responding
to
quesAons
9. Prototypical
MALP
Project
Class
Surveys
Characteris9cs
that
foster
MALP
• Interpersonal
• Relevant
topics
likely
to
emerge
• Natural
movement
from
oral
interacAon
to
wriTen
product
• Provision
for
both
group
and
individual
task
delegaAon
• InstrucAon
in
academic
ways
of
thinking
15. Benefits
of
Collec9ons
• Building
definiAons
• Learning
ways
to
categorize
objects
• Developing
vocabulary
– academic
terms
– descripAve
adjecAves
• CollaboraAng
on
a
class
project
16. Talking
&
Wri9ng
about
Collec9on
Talk/write
about
the
items
in
the
collecAons
using
sentence
frames
My
apple
is
a/an
____key chain________.
It
is
___________,
___________
and
________.
It
is
a/an
________,
________,
_________
key chain.
17. More
about
MALP?
• Our
books
(University
of
Michigan
Press):
Mee#ng
the
needs
of
students
with
limited
or
interrupted
formal
educa#on
(2009)
Breaking
new
ground:
Teaching
students
with
limited
or
interrupted
formal
educa#on
in
U.
S.
secondary
schools
(2011)
Making
the
transi#on:
Culturally
Responsive
Teaching
for
struggling
second
language
learners
(summer
2013)
• Our
websites:
hDp://malpeduca9on.com
hDp://malp.pbworks.com
• Our
ar9cles:
TESOL
Journal,
ELT
Journal,
Preven#ng
School
Failure,
Urban
Review
and
more
• Our
email:
adecapua3@gmail.com
helaine.marshall@liu.edu