ELLs with Limited Prior Schooling CoTESOL 11-11-11
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Presentation demonstrating the implementation of the Mutually Adaptive Learning Paradigm (MALP) through a collections project
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ELLs with Limited Prior Schooling CoTESOL 11-11-11
- 1. ELLs with Limited Prior Schooling: Six Instruc8onal Guidelines CoTESOL Conven8on Denver 2011 Andrea DeCapua The College of New Rochelle Helaine W. Marshall Long Island University
- 3. 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
- 5. Mutually Adap8ve 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)
- 6. MALP Teacher Planning Checklist 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 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 Educa>on in Secondary Schools
- 7. DeCapua, A. & Marshall, H. W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Formal Educa>on in U.S. Secondary Schools. Ann Arbor: U of Michigan Press.
- 8. • Choose a bag. • Look inside. • What is it? • Think about your answer.
- 9. Ques8ons 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.
- 10. Sharing Answers › Tabulate answers › Write answers as students say them › Copy down all descripGve words And now………
- 11. Apple Collec8on
- 12. Benefits of Collec8ons • Building definiGons • Learning ways to categorize objects • Developing vocabulary – academic terms – descripGve adjecGves • CollaboraGng on a class project
- 13. Categoriza8on A/An _______________________ is a/an _______________________ Important: small before big!
- 14. Characteris8cs • with ___________________ or • that has ________________
- 15. Specific Descrip8ons • green • wood • key chain • good • heavy • teapot • delicious • glass • bank • round • silver • basket • sweet • small • magnet • plasGc • soap • paperweight
- 16. Classify and Place in Order 1. Opinion 7-‐ Origin 2. Size (Where from) 3. Shape 8-‐ Material 4. CondiGon (Made of) 5. Age 9-‐ FuncGon (Used for) 6. Color big red teapot heavy glass paperweight
- 17. Talking & Wri8ng about Collec8ons Talk/write about the items in the collecGons using sentence frames: My apple is a/an ____key chain________. It is ___________, ___________ and ________. It is a/an ________, ________, _________ key chain.
- 18. MALP Teacher Planning Checklist 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 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 Educa>on in Secondary Schools
- 19. 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
- 20. 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
- 21. 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
- 22. Mutually Adap8ve 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)
- 23. More about MALP? Visit: malpeducation.com