Webinar 5 15-13 DeCapua Students with Limited/Interrupted Formal Educations
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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
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Webinar 5 15-13 DeCapua Students with Limited/Interrupted Formal Educations
- 1. May 15, 2013 Andrea DeCapua, Ed.D. Educational Consultant http://malpeducation.com drandreadecapua@gmail.com
- 2. (DeCapua & Wintergerst, 2004)
- 4. • Oral preferred communication and information-sharing mode • used to pragmatic learning with immediate relevance • generally from collectivistic cultures and more comfortable working together, sharing responsibility
- 5. • Develop basic literacy skills • Learn basic and grade-level subject area concepts • Develop academic ways of thinking • Adapt to cultural differences in learning and teaching
- 6. 1. the goals of K-12 instruction are a) to produce an independent learner b) to prepare that learner for life after schooling 2. the learner brings along a) an urge to compete and excel as an individual b) age-appropriate preparation for (i) literacy development (ii) academic tasks (DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
- 7. SLIFE U.S. Classrooms CONDITIONS PROCESSES ACTIVITIES (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998) Aspects of Learning Shared Responsibilit y Individual Accountability Pragmatic Tasks Academic Tasks Interconnectedness Oral Transmission Independence Written Word Future Relevance Immediate relevance
- 9. Activities • surveys • theme booklets Supports • graphic organizers • sentence frames • concept posters • word walls MutuallyAdaptiveLearningParadigm(MALP) SLIFE USClassrooms AspectsofLearning Conditions immediaterelevance interconnectedness futurerelevance independence Processes sharedresponsibility oraltransmission individualaccountability writtenword Activities pragmatictasks academictasks (AdaptedfromDeCapua&Marshall,2009;2011;Marshall&DeCapua,2013)
- 12. • Class brainstorming • Five most common activities • Interviews in class • Data gathering • Graph • Sentences below graph
- 13. XXXXX
- 15. These are lockers. They are by Room 110. This is a lock.
- 16. • Graphic organizers • Word wall • Sentence frames • Teacher-made concept posters • Student–produced posters
- 17. My Freedom Trip: A Child’s Escape from North Korea Mother Soldier Father Mr. Han (DeCapua, A., Smathers, W. & Tang, F.,, 2009).
- 18. left behind lets Soo and Mr. Hall escape Leaves North Korea first helps Soo escape DeCapua, A., Smathers, W. & Tang, F. (2009). by Francis Park & Ginger Park
- 19. My apple is a/an ____key chain________. It is ___________, ___________ and ________. It is a/an ________, ________, _________ key chain. (Marshall, H.W., & DeCapua, A. 2013)
- 23. A. Accept learning conditions B. Combine learning processes from both perspectives C. Focus on learning activities of formal education using familiar language and content as scaffolding D. Incorporate project-based learning
- 25. Bigelow, M. (2010). Mogadishu on the Mississippi: Language, Racialized Identity and Education in a New Land. Malden, MA: Wiley- Blackwell. DeCapua, A., & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U. S. Secondary Schools. Ann Arbor, MI: University of Michigan Press. DeCapua, A., Smathers, W. & Tang, F.L. (2009). Meeting The Needs of Students with Limited or Interrupted Formal Education . Ann Arbor, MI: University of Michigan Press. Flaitz, J. (2006). Understanding Your Refugee and Immigrant Students: An Educational, Cultural, and Linguistic Guide. Ann Arbor, MI: University of Michigan Press. Marshall, H.W. & DeCapua, A. (appearing summer 2013). Making the Transition: Culturally Responsive Teaching for Struggling Language Learners. Ann Arbor, MI: University of Michigan Press.
- 26. The following websites provide links to information and articles about students with limited/interrupted formal education: http://malpeducation.com http://malp.pbworks.com http://readingrockets.org http://minnetesol.org/journal/index_vol25.html http://www.leslla.org/workshops.htm http://cnx.org/content/m37446/latest/
Editor's Notes
- SLIFE vs. SIFE
- Students talk about their lives outside of schoolStudents and teacher learn more about each others’ interestsTeacher and students share what they do when they are bored
- The final product would be a bar graph representing the activitiesMany steps before this productYou can see some of the major ones listed hereWe see how this is an implementation of MALP: Relevance to their lives, builds interconnectedness, combines the processes for learning –shared/indiv and oral trans/written and targets academic tasks – all the elements of MALPThis class survey paved the way to many other activities, learning about what civil war soldiers did paired completing the class Venn diagram so comparison/contrastThis entire project is written up in our 2010 publication on MALP, co-written with the teacher Carol Antolini.
- Here are the elements that Gloria gradually put together over time to create her MALP classroom
- Question and answersWith boxes so they can focus on the math they need to supply and are guided to the English
- Word Wall—commonly found in elementary classrooms, but less so in secondary. Yet very effective with SLIFE. Math here but for any content area
- Teacher made what I called Concept Posters Here to show sides of a triangle: related to real world objects that are vertical, horizontal and diagonalRead some of them from the slide