Presentation to Ontario ERGO in Toronto on reaching students with limited or interrupted formal education (SLIFE)

1. malpeduca)on.com
Reaching
Students
with
Limited
or
Interrupted
Formal
Educa)on
(SLIFE)
Andrea
DeCapua,
Ed.D.
Educa)onal
Consultant,
MALP,
LLC
Long
Island
University
–
Mid-­‐Hudson

3. Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences

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ELLs
SLIFE
• Consistent
grade-­‐level
formal
educa)on
• Age-­‐appropriate
L1
literacy
skills
• Grade-­‐level
content
knowledge
for
most
part
• Iden)ty
as
learner
and
how
to
“do”
school
• No,
interrupted,
or
limited
formal
educa)on
• No
/
low
literacy
skills
• Lack
content-­‐knowledge
of
their
grade-­‐level
peers
across
subjects
• Unfamiliar
with
“doing”
school

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Ac)vity:
Please
follow
instruc)ons

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2
Dimensional
vs.
3
Dimensional

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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

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Intercultural
Communica)on
Framework
(ICF)
o Establish
and
maintain
a
rela)onship
o Iden)fy
priori)es
in
both
cultures
o Make
associa)ons
between
the
strange
and
the
familiar

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Establish
and
maintain
a
rela)onship
“Who
are
you?”
said
the
Caterpillar.

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Iden)fy
Priori)es
in
Both
Cultures

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What
Do
You
Remember?

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Make
the
Strange
Familiar

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Schema Theory
Dictionary definition of schema:
An abstract structure
representing concepts
stored in memory

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Linguistic Schema
(James, 1987)
A B C D E F G H I
F M J E O T P Y X

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➨ The batsmen were merciless against
the bowlers. The bowlers placed their
men in slips and covers. But to no
avail. The batsmen hit one four after
another with an occasional six. Not
once did a ball look like it would hit
their stumps or be caught.
Version #1

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Content
Schema
Version #1
➨ The batsmen were merciless
against the bowlers. The bowlers
placed their men in slips and
covers. But to no avail. The
batsmen hit one four after another
with an occasional six. Not once
did a ball look like it would hit their
stumps or be caught.

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Content
Schema
➨ The men were at bat against the
bowlers. They did not show any pity.
The bowlers placed their men in
slips. They placed their men in
covers. They hit some sixes. No ball
hit the stumps. No ball was caught.
Version #2
Tierney
&
Pearson,
1985

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Formal
Schema
Please
name
the
months
of
the
year:
(James,1987)

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TYPES of SCHEMATA
• Linguistic Schemata
• Content Schemata
• Formal Schemata

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The
Power
of
Prior
Knowledge
When information is missing or
confusing, we compensate by
accessing our familiar schemata.
Observe the following:

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Compensa)ng
Strategies:
Example
#1
Ths
sntnc
s
wr`n
wth
th
vwl
smbls
la
t.

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Compensa)ng
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
sta)on,
But
deliver
us
from
eagles,
For
mine
is
the
kingdom,
the
flower,
and
the
jewelry.

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Compensating Strategies: Example #3
_____________
____________
____________
____________
__________,
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________.
Ασδφγηκκ
(Adapted from Peregoy & Boyle, 2005)

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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

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Balance
Familiar
and
Unfamiliar
Schemata
in
Ac)vi)es
• If
tasks
are
new,
use
L1
or
highly
contextualized
everyday
English
• If
content
is
new,
use
L1
or
highly
contextualized
everyday
English
• If
focus
is
language,
concepts
and
tasks
should
be
familiar
and
easily
accessible
to
learner

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Teachers
and
learners
assume
that
1.
The
goals
of
instruc)on
are
to
a)
produce
an
independent
learner
b)
prepare
the
learner
for
the
future
DeCapua
&
Marshall,
2011,
Breaking
New
Ground;
Marshall
&
DeCapua,
2013,
Making
the
Transi5on
to
Classroom
Success
2.
The
learner
is
ready
to
a)
par)cipate
and
demonstrate
mastery
on
an
individual
basis
b)
engage
in
literacy-­‐based,
classroom
tasks

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• Oral
transmission
vs.
wri`en
word
• Collec)vism
vs.
individualism
• Informal
ways
of
learning
vs.
formal
educa)on
Three
Underlying
Cultural
Differences

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If
there
was
prior
schooling
.
.
.
• Few
or
no
textbooks
• Minimal
supplies
• Li`le
or
no
technology
• Memoriza)on,
recita)on,
copying
• Sporadic
a`endance
©
www.globalafricanvillage.org
Used
by
permission.
(Flaitz,
2012)

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Collec)vism
and
Individualism
Hofstede,
2001;Oyserman
&
Lee,
2008;
Triandis,
1995

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Informal
Ways
of
Learning
Formal
EducaKon

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Teachers
and
learners
assume
that
1.
The
goals
of
instruc)on
are
to
a)
produce
an
independent
learner
b)
prepare
the
learner
for
the
future
DeCapua
&
Marshall,
2011,
Breaking
New
Ground;
Marshall
&
DeCapua,
2013,
Making
the
Transi5on
to
Classroom
Success
2.
The
learner
is
ready
to
a)
par)cipate
and
demonstrate
mastery
on
an
individual
basis
b)
engage
in
literacy-­‐based,
classroom
tasks

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(Ibarra, 2001)

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SLIFE
North American
Classrooms
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

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MALP®
Mutually
Adap)ve
Learning
Paradigm

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Mutually
Adap)ve
Learning
Paradigm®
MALP®
ü Instruc)onal
Model
ü Elements
from
students’
learning
paradigm
ü Elements
from
North
American
learning
paradigm
ü Transi)onal
approach
to
close
achievement
gap

39. Mutually
Adap)ve
Learning
Paradigm
–
MALP®
Culturally
Responsive
Teaching
Model
SLIFE
Formal
Educa)on
Interconnectedness
Independence
Shared
Responsibility
Individual
Accountability
PragmaKc
Tasks
Academic
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS
on
NEW
ACTIVITIES
with
familiar
language
&
content
Immediate
Relevance
Oral
Transmission
WriUen
Word
with
Future
Relevance
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)

40. 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.
©
DeCapua,
A.
&
Marshall,
H.W.
(2011).
Breaking
New
Ground:
Teaching
Students
with
Limited
or
Interrupted
Formal
Educa5on
in
Secondary
Schools,
University
of
Michigan
Press,
(p.68).
For
terms
and
condiKons
of
use,
contact
informaKon@malpeducaKon.com
MALP®
Teacher
Planning
Checklist

41. Ac)vity:
Using
the
MALP
Checklist
A
SLIFE
science
class
is
learning
to
classify
living
vs.
nonliving
things.
Ms.
Vargas
reviews
her
earlier
lesson
by
projec)ng
a
picture
of
a
jungle
environment.
She
asks
students
to
point
to
items
they
recognize
and
circles
one
of
those
items,
a
bamboo
tree,
and
writes
next
to
it
“living”
with
a
colored
marker.
Mrs.
Vargas
then
has
students
come
to
the
board
and
circle
other
examples
of
living
things,
using
the
same
color
marker.
Next,
she
asks
students
to
iden)fy
nonliving
things
on
the
projected
pictures.
Ms.
Vargas
chooses
one
item,
circles
it
with
a
different
color
maker
and
labels
it
“nonliving.”
She
has
students
come
up
and
circle
non-­‐living
items,
using
the
different
colored
marker.
On
the
wall
are
student-­‐created
posters
on
living
and
nonliving
things.
On
the
living
things
poster
is
a
list
of
defining
characteris)cs,
which
Ms.
Vargas
oaen
refers
to,
reminding
the
students
to
think
about
each
characteris)c
when
they
decide
whether
an
item
is
living
or
nonliving.
When
one
student
becomes
confused
and
iden)fies
a
rock
as
living,
another
student
points
to
the
poster
and
says,
“No,
rocks
no
breath.”
Later,
Ms.
Vargas
projects
a
picture
of
a
pond
and
passes
out
copies
of
this
picture
and
colored
markers
to
the
class.
She
asks
the
students
to
iden)fy
the
different
items
in
the
picture,
using
one
color
for
living
and
another
color
for
nonliving.
The
students
work
together
to
label
items,
referring
to
the
student
posters.
When
they
are
done,
Ms.
Vargas
instructs
the
students,
“Each
person
choose
one
item
and
say
whether
it
is
a
living
or
nonliving
thing.”
Tell
your
partner
at
least
one
reason
why
it
is
living
or
nonliving.”
Aaer
they
finish,
Ms.
Vargas
announces
a
test
the
next
with
a
different
picture.
They
will
have
to
find
and
label
each
item
as
living
or
nonliving,
and
name
the
characteris)cs
of
living
things
without
reference
to
the
concept
poster.

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North
American
Mainstream
Formal
Educa)on
Informal
Ways
of
Learning
Oral
Transmission
Collec)vism
Deficit
View
they
know
what
to
do
but
lack
ability
Dissonance
View
they
are
starKng
from
a
different
paradigm
Ways
of
Learning
Con)nuum

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Take
-­‐
Aways
Note
to
Self:
Note
to
Supervisor/Admin:
Note
to
Andrea:

44. malpeduca)on.com
More
about
MALP®
?
Email:
drandreadecapua@gmail.com
Website:
h`p://malpeduca)on.com
Books:
DeCapua,
A.
&
Marshall,
H.W.
(2011).
Breaking
new
ground:
Teaching
students
with
limited
or
interrupted
formal
educa5on
in
U.
S.
secondary
schools.
University
of
Michigan
Press.
Marshall,
H.W.
&
DeCapua,
A.
(2013).
Making
the
transi4on
to
classroom
success:
Culturally
responsive
teaching
for
struggling
language
learners
(2013).
University
of
Michigan
Press.