Reaching slife de capua univ west sweden 10 2015
•
0 likes•305 views
Presentation to educators in Tröllhattan, Sweden on reaching students with limited, interrupted, or no Western-style formal education.
Recommended
Recommended
More Related Content
Viewers also liked
Viewers also liked (8)
Similar to Reaching slife de capua univ west sweden 10 2015
Similar to Reaching slife de capua univ west sweden 10 2015 (20)
More from Andrea DeCapua
More from Andrea DeCapua (20)
Recently uploaded
Recently uploaded (20)
Reaching slife de capua univ west sweden 10 2015
- 1. REACHING STUDENTS WITH NO, LIMITED, OR INTERRUPTED EDUCATION University West Trollhättan, Sweden October 14, 2015 Dr. Andrea DeCapua malpeducation.com andreadecapua.com
- 3. Ways of thinking and lear2ing are shaped by prior lear2ing ex6eriences ©2015 MALP, LLC
- 4. ©2015 MALP, LLC malpeducation.com Most of the World is not “WEIRD” • Henrich, J., Heine, S. & Norezayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33, 61 -‐135. • Tarone, E., Bigelow, M., & Hansen, K. (2009). Literacy and Second Language Oracy. Oxford University Press.
- 5. ©2015 MALP, LLC malpeducation.com Who Are SLIFE? Students with limited, interrupted, or no formal Western-‐style formal education
- 6. ©2015 MALP, LLC malpeducation.com SLIFE Non-‐SLIFE Learners Appropriate grade-‐level education Age-‐appropriate L1 literacy Grade-‐level content knowledge Identity as learner No / interrupted / limited formal education No / low literacy Missing grade-‐level content knowledge Unfamiliar with “doing” school
- 7. ©2015 MALP, LLC malpeducation.com If there was prior schooling . . . Used by permission globalafricanvillage.org
- 8. ©2015 MALP, LLC malpeducation.com Ways of Learning Continuum No schooling, New to print Full participation formal education
- 9. Layers of the Instructional Context Curriculum, Instruction, and Assessment Culturally Responsive Teaching Societal Factors Bedrock Layer ©2015 MALP, LLC
- 10. ©2015 MALP, LLC malpeducation.com Intercultural Communication Framework (ICF) • Establish and maintain an ongoing two-‐ way relationship • Identify priorities in both cultures • Make associations between the strange and the familiar
- 11. ©2015 MALP, LLC malpeducation.com Establish and maintain a relationship
- 12. ©2015 MALP, LLC malpeducation.com Identify Priorities in Both Cultures
- 13. ©2015 MALP, LLC malpeducation.com Make the Strange Familiar
- 14. ©2015 MALP, LLC malpeducation.com Intercultural Communication Framework (ICF) • Establish and maintain an ongoing two-‐ way relationship • Identify priorities in both cultures • Make associations between the strange and the familiar
- 15. ©2015 MALP, LLC malpeducation.com Schema Theory Dictionary definition of schema: An abstract structure representing concepts stored in memory
- 16. ©2015 MALP, LLC malpeducation.com Linguistic Schema (James, 1987) A B C D E F G H I F M J E O T P Y X
- 17. ©2015 MALP, LLC malpeducation.com Ø The home team threatened in the eighth. After a leadoff fly out, the pitcher drilled a full-‐count slider over the shortstop’s glove. The batter struck out swinging on just three pitches, but a walk to the next player put two runners on with two outs. But then a former teammate, a left-‐ hander, came on to retire the batter on a foul pop to third, ending the rally. Version #1
- 18. ©2015 MALP, LLC malpeducation.com Ø The home team threatened in the eighth. There was a leadoff fly out. Then the pitcher hit a full-‐ count slider. It went over the shortstop’s glove. The batter struck out. He hit three pitches. The next batter walked. He put two runners on. But there were two outs. A left-‐hander came on to take out the batter. It was a foul pop to third. This ended the rally. Content Schema Version #2
- 19. ©2015 MALP, LLC malpeducation.com Formal Schema Please name the months of the year: (James,1987)
- 20. ©2015 MALP, LLC malpeducation.com TYPES of SCHEMATA • Linguistic Schemata • Content Schemata • Formal Schemata
- 21. ©2015 MALP, LLC malpeducation.com The Power of Prior Knowledge When information is missing or confusing, we compensate by accessing our familiar schemata. Observe the following:
- 22. ©2015 MALP, LLC malpeducation.com Compensating Strategies: Example #1 Ths sntnc s wrttn wth th vwl smbls lft t.
- 23. ©2015 MALP, LLC malpeducation.com Compensating Strategies: Example #2 Our Father makes art in heaven Howdja know my name? Thy kingdom come, Thy Wimbledon, On earth as it is in Heaven. Give us this steak and jelly bread, And forgive us our trash baskets As we forgive those who put trash in our baskets. And lead a snot into Kemp's station, But deliver us from eagles, For mine is the kingdom, the flower, and the jewelry.
- 24. ©2015 MALP, LLC malpeducation.com Compensating Strategies: Example #3 _____________ ____________ ____________ ____________ __________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ___________________________________________________________ ________, בכבוד רב
- 25. ©2015 MALP, LLC malpeducation.com Two Learning Activities FAMILIAR SCHEMATA UNFAMILIAR SCHEMATA Describing your favorite game in your first language or dialect Writing a science lab report in academic English
- 26. ©2015 MALP, LLC malpeducation.com Balance familiar and unfamiliar schemata in conducting the activity • If tasks new, then à native language or highly contextualized every day target language. • If content is new, then à native language or highly contextualized every day target language. • If the focus is language, then concepts and tasks àfamiliar and easily accessible to the learner.
- 27. ©2015 MALP, LLC malpeducation.com Needs of SLIFE • Develop basic literacy skills • Learn basic and grade-‐level subject area concepts Ø Adapt to cultural differences in learning and teaching Ø Acquire academic ways of thinking
- 28. ©2015 MALP, LLC malpeducation.com Underlying Cultural Differences
- 29. ©2015 MALP, LLC malpeducation.com Some Common Assumptions of Formal Education • Students are or will develop into independent learners, responsible for their own classwork, and performance on assessments. • Students are familiar with and prepared to engage in literacy-‐based, school-‐related tasks. • The role of education is to prepare students for life after school.
- 30. ©2015 MALP, LLC malpeducation.com A World of Literacy
- 31. I never care about reading until 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. malpeducation.com ©2015 MALP, LLC
- 33. ©2015 MALP, LLC malpeducation.com FACTS ABOUT SWEDEN | EDUCATION Swedish law grants all children the same access to education. Nine years of schooling is mandatory, but most students also complete upper secondary school. Pre-school Förskola (pre-school) is provided by mu- EQUAL ACCESS TO FREE EDUCATION From the age of six, every child in Sweden has equal access to free education. The school system is regulated through the Swedish Education Act, which specifies the minimum amount of time to be spent on each subject and ensures a safe and friendly environment for students. The act also mandates nine years of school attendance for all children from the year they turn seven. PHOTO:SIMONPAULIN/IMAGEBANK.SWEDEN.SE sweden.se This year is designed to stimulate each child’s development and learning, and pro- paratory for higher education such as uni- versity, and 12 of which are vocational. Individualism
- 34. ©2015 MALP, LLC malpeducation.com Informal Ways of Learning Formal Education
- 35. ©2015 MALP, LLC malpeducation.com Academic Tasks • Definitions Ø What is a tree? • Classification Ø Categorize these objects
- 36. ©2015 MALP, LLC malpeducation.com Sample Task Flynn, 2007 What do dogs and rabbits have in common?
- 37. ©2015 MALP, LLC malpeducation.com • Oral transmission / written word • Collectivism / individualism • Informal ways of learning / formal education Three Underlying Cultural Differences
- 38. ©2015 MALP, LLC malpeducation.com Some Common Assumptions of Formal Education • Students are or will develop into independent learners, responsible for their own classwork and performance on assessments. • Students are familiar with and prepared to engage in literacy-‐based, school-‐related tasks. • The role of education is to prepare students for life after school.
- 39. ©2015 MALP, LLC malpeducation.com (Ibarra, 2001)
- 40. ©2015 MALP, LLC malpeducation.com SLIFE Formal Education 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
- 41. ©2015 MALP, LLC malpeducation.com Mutually Adaptive Learning Paradigm® MALP® ü Instructional Model ü Elements from students’ learning paradigm ü Elements from formal educational learning paradigm ü Transitional approach to developing identity as learner
- 42. Mutually Adaptive Learning Paradigm® MALP® Instructional Model SLIFE Formal Education ACCEPT SLIFE CONDITIONS COMBINE SLIFE & Schooll PROCESSES FOCUS on school ACTIVITIES with familiar language & content with Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks Immediate Relevance Oral Transmission Written Word Future Relevance © 2015 MALP, LLC
- 43. ©2015 MALP, LLC malpeducation.com • Students work collaboratively to produce a final product • Learner-centered vs. teacher-centered Project-Based Learning
- 44. ©2015 MALP, LLC malpeducation.com • Provides immediate relevance • Fosters a sense of interconnectedness • Allows for both shared responsibility and individual accountability • Integrates oral transmission with print • Develops academic ways of thinking and… from a MALP® perspective
- 47. ©2015 MALP, LLC malpeducation.com
- 48. ©2015 MALP, LLC malpeducation.com Crossing the Mekong • Interviewing at home • Sharing data in class • Drawing map & flags • Using sentence frames • Responding to questions • Entering data in table
- 50. 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. MALP Teacher Planning Checklist© Available on: malpeducation.com
- 51. ©2015 MALP, LLC malpeducation.com MALP® Teacher Planning Checklist A. Accept Conditions for Learning A1. I am making this lesson/project immediately relevant to my students. Explain: The students are describing an important event in their lives and learning how to read and write about it in English. They are talking with their families about shared, meaningful, and valuable experiences. A2. I am helping students develop and maintain interconnectedness. Explain: Students share their personal experiences with each other and share them with their teacher, so that their relationships grow and strengthen
- 52. ©2015 MALP, LLC malpeducation.com MALP® Teacher Planning Checklist B. Combine Processes for Learning B1. I am incorporating both shared responsibility and individual accountability. Explain: The individuals provided their own data for the activity and the class as a whole worked together on recording it and illustrating it. B2. I am scaffolding the written word through oral interaction. Explain: The data was collected orally at home and shared orally in class. The teacher wrote as the students shared the way they crossed the river and the date. Then the class read from the board and finally, they wrote their own data in their notebooks.
- 53. ©2015 MALP, LLC malpeducation.com MALP® Teacher Planning Checklist C. Focus on New Activities for Learning C2. I am making these tasks accessible with familiar language and content. Explain: The content for the project came from their personal experience, so it was not unfamiliar to them. Students collected the data about their experience in the native language from their family members. When they shared this information in English, the language consisted of words they were familiar with or learned very naturally because of their own personal experiences. The teacher asked questions that required short responses using the words from the board.
- 55. They are by Room 110. This is a lock. These are lockers
- 56. This is the school library. • It is Room 234. • It is on the second floor. You return books here.
- 59. ©2015 MALP, LLC malpeducation.com
- 60. ©2015 MALP, LLC malpeducation.com Western-‐style Formal Education Informal Ways of Learning Oral Transmission Collectivism Deficit View they know what to do but lack ability Dissonance View they are starting from a different paradigm Ways of Learning Continuum
- 62. ©2015 MALP, LLC malpeducation.com Discussion Dr. Andrea DeCapua MALP, LLC New York University & Long Island University drandreadecapua@gmail.com andreadecapua.com