TESOL presentation on the Mutually Adaptive Learning Paradigm® - culturally responsive teaching model that can be infused into ANY curriculum. Mantra is: "Create Fertile Spaces" - Marshall 2015
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
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.
DeCapua Practitioners and Researchers: Learning Together aaal 2016Andrea DeCapua
I describe a successful ongoing partnership between ESL researchers and practitioners. This partnership has allowed the researchers to follow closely the implementation of a culturally responsive instructional model. The partnership has also promoted the growth and development of the practitioners’ expertise and professionalism.
USING COMICS TO IMPROVE LITERACY IN ENGLISH LANGUAGE LEARNERS BY AMY BAKERAfiqah Hamid
a research paper submitted in partial fulfillment of the requirements for the degree of Master of Science in Library Science and information Services in the Department of Educational Leadership and Human Development
University of Central Missouri
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
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.
DeCapua Practitioners and Researchers: Learning Together aaal 2016Andrea DeCapua
I describe a successful ongoing partnership between ESL researchers and practitioners. This partnership has allowed the researchers to follow closely the implementation of a culturally responsive instructional model. The partnership has also promoted the growth and development of the practitioners’ expertise and professionalism.
USING COMICS TO IMPROVE LITERACY IN ENGLISH LANGUAGE LEARNERS BY AMY BAKERAfiqah Hamid
a research paper submitted in partial fulfillment of the requirements for the degree of Master of Science in Library Science and information Services in the Department of Educational Leadership and Human Development
University of Central Missouri
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
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.
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.
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
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.
Using the Adobe Connect Pro Virtual Classroom, the presenter demonstrates how to set up an effective, user-friendly and cognitively demanding flipped learning environment for a university online course meeting synchronously on a weekly basis. Out-of-class components include chapter readings with mastery-based quizzes and recorded lectures with embedded guide questions and challenge problems. In-class components include collaborative whiteboard activities, breakout room group tasks, student-led discussions with Q&A in chat and audio; and a reflection page. All student-produced material is captured and posted to the CMS and each Adobe class session is recorded for later review by students.
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.
Presentation on the flipped classroom for English Language Learners. TESOL Dallas 2013.
Three reasons: increased comprehension, increased interaction, increased critical thinking. Flip cycle components: (1) instructional videos; (2) in-class collaboration; and (3) observation/feedback/assessment - by both teacher and learners. Presenter: Helaine W. Marshall
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.
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.
Reframing the Conversation: From Achievement Gap to Cultural Dissonance, NYSA...Helaine W. Marshall
Creating Fertile Spaces for multilingual, multicultural learners by implementing culturally responsive instruction using the Mutually Adaptive Learning Paradigm®.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
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
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.
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.
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
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.
Using the Adobe Connect Pro Virtual Classroom, the presenter demonstrates how to set up an effective, user-friendly and cognitively demanding flipped learning environment for a university online course meeting synchronously on a weekly basis. Out-of-class components include chapter readings with mastery-based quizzes and recorded lectures with embedded guide questions and challenge problems. In-class components include collaborative whiteboard activities, breakout room group tasks, student-led discussions with Q&A in chat and audio; and a reflection page. All student-produced material is captured and posted to the CMS and each Adobe class session is recorded for later review by students.
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.
Presentation on the flipped classroom for English Language Learners. TESOL Dallas 2013.
Three reasons: increased comprehension, increased interaction, increased critical thinking. Flip cycle components: (1) instructional videos; (2) in-class collaboration; and (3) observation/feedback/assessment - by both teacher and learners. Presenter: Helaine W. Marshall
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.
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.
Reframing the Conversation: From Achievement Gap to Cultural Dissonance, NYSA...Helaine W. Marshall
Creating Fertile Spaces for multilingual, multicultural learners by implementing culturally responsive instruction using the Mutually Adaptive Learning Paradigm®.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Guided ResponseReview several of your classmates’ posts. Base.docxisaachwrensch
Guided Response:
Review several of your classmates’ posts. Based on the position your classmate has taken, assume the role of administrator, teacher, student, or parent and argue the amount of accountability that has been placed on you. Try to illuminate the ripple effect of actions from any position within the educational network. Challenge your classmate so that their strategies always do what is best for students. Respond to at least two of your classmates.
a.
Describe the
characteristics of an LTEL.
The characteristic of an LTEL is that most of the people have lived in the United States. Most people can’t speak the language of English proper because they really don’t want to educate their selves. They are often orally bilingual and sound like nature English speakers do not have well – developed academic literacy skills in English. So many have habits and have learned passivity and invisibility in school. They also have low grade levels in reading and writing including math in school and they are struggling when taking a test. Those that are in this commonplace with low grades and test struggle with reading and writing these are the ones that will likely drop out of school. This is a high risk for children that are not in standard to learn quickly or they are slow in learning to stay in school to go on to college. Most of these children are street wise and they don’t want the education system to help them are be in their lives. “Students who have received LTEL’s programming consistently, but where in these programs have failed to build upon the student’s home languages practices (Menken, Kleyn, and Chae 2012).
b.
Provide suggestions on how teachers can address the challenges of LTEL’s to move them to a proficient level of English learning.
Teachers need to challenges the students to be in different academic activity task skills so they could advance their self to get ready for college and meet the people in other culture of language in their careers. Let them learn some of the new languages from other countries. They also can be taught the culture of many other languages by books, videos, and by someone who may speak the language. Teachers can also do a one –on-one study with the students that are slow to learn.
c.
Share your opinion on how much accountability should be placed on administrates, teachers, students and parents respectively.
The accountability for students’ who test scores they are the cornerstone policy of education in the United States. “The program No Child Left Behind (NCLB) act federalized this approach and made it in some respects more draconian.” Although teachers are getting punished for the behavior of the children test scores because they are responsible for them getting the knowledge and skills to learn. If the child needs a tutor to help them learn better this is the response of the teacher and parents. Many parents need to enter the school and make sure that their child is on top of things in class. .
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
Understanding Struggling English Language Learners: Learning Disabilities, th...admills
In this session participants will review some of the best practices to teach reading to English Language Learners who are Learning Disabled. We will discuss differences and similarities between students who are learning disabled and English Language Learners, research based interventions, and the RTI process.
Supporting Students with Limited or Interrupted Formal Education London Ontar...Andrea DeCapua
Workshop for teachers working with SLIFE (Students with Limited or Interrupted Formal Education) in Thames Valley and Waterloo School Districts, London Ontario
The History of the Limited English Proficiency Program in American Public Sch...AJHSSR Journal
ABSTRACT : The struggle of American migrants and their families has been a part of the American story since
the beginning. These individuals faced unique challenges and barriers to assimilation, including the language
barrier. As a response, the American Government was forced to enact laws to protect the non-English-speaking
children of these migrants, ensuring their education. The current research paper examines the historical origins of
the Limited English Proficiency label in American Public schools, the classification system utilized, and
contemporary issues faced by participating students.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!