implementing culturally responsive instruction in the leslla classroom
DESCRIPTION
This demonstration guidesd teachers through the process of designing and delivering instruction to LESLLA learners based on Culturally Responsive Teaching (CRT) with the Mutually Adaptive Learning Paradigm (MALP).TRANSCRIPT
Implemen'ng Culturally Responsive Instruc'on in the LESLLA Classroom
Andrea DeCapua New York University
Helaine W. Marshall
LIU Hudson
Demonstra'on Survey
h<p://PollEverywhere.com/lainemarsh
POLL SLIDE: Adolescents or Adults
POLL SLIDE: City you live in
POLL SLIDE: Favorite cuisine
POLL SLIDE: Poll Everywhere
Be<y’s Class
• Ages: 18-‐61
• Educa'on: None to 5th grade
• Classes:
⁻ ESL ⁻ Hmong Literacy ⁻ Life-‐skills Math ⁻ Problem Posing
• Origin: Hmong from Laos
Class Survey: Crossing the Mekong
• Interviewing at home
• Sharing data in class • Drawing map & flags
• Entering data in table • Using sentence frames
• Responding to quesTons
Paj Ntaub
Mutually Adaptive Learning Paradigm - MALP Instructional Model
SLIFE U.S. Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
ACCEPT SLIFE CONDITIONS
COMBINE SLIFE & U.S.
PROCESSES
FOCUS on U.S. ACTIVITIES with familiar language
& content
Immediate Relevance
Oral Transmission Written Word
with
(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
Future Relevance
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
MALP Teacher Planning Checklist
Class Survey: Crossing the Mekong
• Interviewing at home
• Sharing data in class • Drawing map & flags
• Entering data in table • Using sentence frames
• Responding to quesTons
1. Adolescents/Adults 2. City 3. Cuisine 4. Poll Everywhere
How could this survey be used to incorporate MALP?
1. Adolescents/Adults 2. City 3. Cuisine 4. Poll Everywhere 5. Add your own
Design a MALP project using some or all of these polls
Prototypical MALP Project
Class Surveys
Characteris'cs that foster MALP
• Interpersonal • Relevant topics likely to emerge
• Natural movement from oral interacTon to wriYen product
• Provision for both group and individual task delegaTon • InstrucTon in academic ways of thinking
Breaking New Ground: Teaching Students with Limited or Interrupted Formal Educa>on in U.S. Secondary Schools U. of Michigan Press, 2011
MALP Projects
• Class Surveys: Immigra>on
• Mapping Time: Timelines
• CollecTons: Mystery Bag
• Autobiographies: Transi>ons • Bookmarking: delicious.com
Making the Transi>on to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners U. of Michigan Press, 2013
MALP Projects
• Class Surveys: Crossing the Mekong • Mapping Time: Calendar • Theme Booklets:
– Curriculum – Fire Preven>on – Procedures – Driver’s License – Language – Comparison/Contrast
• Murals: Our Community
Website: hYp://malpeducaTon.com Wiki: hYp://malp.pbworks.com Andrea DeCapua: [email protected] Helaine W. Marshall: [email protected]
MALP Resources & Contacts