COABE  Annual  Conference  Pi2sburgh,  PA              March  16-­‐19,  2014    

 Helaine  W.  Marshall,  LIU  –  Hudson  

Andrea  DeCapua  –    NYU    

Making  the  Transi.on  to  Classroom  Success:  Culturally  Responsive  Teaching  

for  Struggling  Language  Learners    

(c)  copyright  MALP,  LLC.  For  terms  and  condiRons  of  use,  contact    informaRon@malpeducaRon.com  

 

Layers  of  the  Instruc.onal  Context  

   Curriculum,  Instruc.on,  and  Assessment  

       Culturally  Responsive  Teaching  

Societal  Factors  

Bedrock  Layer    

Deep  Invisible  Cultural  Values  

“Culture  acts  as  a  filter  or    set  of  lenses  through  which    

we  view  and  interpret    the  world  around  us.”  

 

(DeCapua  &  Wintergerst,  2004)  

Teachers  and  learners  assume  that:  

1.  the  goals  of  instrucRon  are  a)  to  produce  an  independent  learner  b)  to  prepare  that  learner  for  their  future  

       

2.  the  learner  brings  along  a)  a preference to participate as an individual b)  age-­‐appropriate  preparaRon  for  

(i)   literacy  development  (ii)   academic  tasks  

(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)

Three  Major  Differences  

1.  Oral  vs.  Print  Preferences    2.  CollecRvism  vs.  Individualism  

3.  Informal  Learning  vs.  Formal  EducaRon  

 

I  never  care  about  reading  unRl    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.        

•  Personal  efforts  praised,  rewarded  

 

•  Personal  interests,  desires,  primary  

•  Personal  judgments      

•  Personal  responsibility  

•  “Self-­‐actualizaRon”      

Individualism  

•  “We”  rather  than  “I.”  

•  People  see  themselves  as  part  of  an  interconnected  whole  

•  “Web”  of  relaRonships  

•  Group  is  more  important  than  any  single  individual  

Collec.vism  

Tasks  Requiring  School-­‐Based  Ways  of  Thinking  

•  Defini.ons  Ø What  is  a  tree?  

•  True/False  Ø Washington,  D.  C.  is  the  capital  of  the  U.  S.  Ø Pi2sburgh  is  the  capital  of  Pennsylvania.  

•  Classifica.on  Ø Categorize  these  objects  (see  next  slide)  

(Adapted  from  Luria,  1976)  

Sample  Task  

Teachers  and  learners  assume  that:  

1.  the  goals  of  instrucRon  are  a)  to  produce  an  independent  learner  b)  to  prepare  that  learner  for  their  future  

       

2.  the  learner  brings  along  a) a  preference  to  parRcipate  as  an  individual  b)  age-­‐appropriate  preparaRon  for  

(i)   literacy  development  (ii)   academic  tasks  

(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)

(Ibarra,  2001)  

Struggling Learners U.S. Classrooms

CONDITIONS  

PROCESSES  

ACTIVITIES  

(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)

Aspects of Learning

 Two  Different  Learning  Paradigms  

 

   

Shared Responsibility

Individual Accountability

Pragmatic Tasks

School-Based Tasks

Interconnectedness

Oral Transmission

Independence

Written Word

Future Relevance Immediate Relevance

Two  Different  Learning  Paradigms  

Struggling Language Learners

U.S. Classrooms

Immediate  Relevance   Future    Relevance  

Shared  Responsibility  

PragmaRc  Tasks  

CONDITIONS

PROCESSES

ACTIVITIES

Interconnectedness  

Oral  Transmission  

Independence  

(DeCapua  &  Marshall,  2009,  2010;  Marshall,  1994,  1998)  

Aspects of Learning

Individual    Accountability  

School-Based Tasks

Wri2en  Word    

Standardized  Tes-ng!  

Mutually Adaptive Learning Paradigm – MALP© Instructional Model

U.S. Classrooms

Interconnectedness Independence

Shared Responsibility

Individual Accountability

Pragmatic Tasks

School-Based 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

Struggling Learners

     FAMILIAR      SCHEMATA    

   UNFAMILIAR        SCHEMATA    

Describing your favorite game in your

native language or

dialect

Explaining steps to solve a math

problem in academic English

Project-­‐Based  Learning  and  MALP    

To  Define  is  to  Know  

The most common question asked in classrooms in all subjects and at all levels:

WHAT IS ______?

Ques.ons  to  ask    about  the  Mystery  Bag  

•  Do you know what it is? •  Do you know what it is called in your language or

another language? •  What do you do with it? What is it for? •  Do you like it? •  Give 4 words to describe it.

 

Checking  Answers  Together  

•  One by one, check all the answers •  All participate in the checking

Ø  Give answers - tabulate them Ø  Write answers up as others give them Ø  Copy down all descriptive words

And  now……

…  

Apple  Collec.on  

Benefits  of  Collec.ons  

•  Building  definiRons  •  Learning  ways  to  categorize  objects    •  Developing  vocabulary      

Ø descripRve  adjecRves    Ø  academic  terms  

•  PracRcing  academic  ways  of  responding  Ø  (T/F,  MC)    

•  CollaboraRng  on  a  class  project  

Categoriza.on  

A/An  _______________________                    is    

         a/an  _______________________                            Important:    small  before  big!  

Characteris.cs  

•  with  ___________________    

Or  

 •  that  has  ________________    

Specific  Descrip.ons  

•  green  •  good  •  delicious  •  round  •  sweet  •  plasRc  

•  wood  •  heavy  •  glass  •  silver  •  small  •   soap  

•  key  chain  •  teapot  •  bank  •  basket  •  magnet  •  paperweight  

Talking  &  Wri.ng  about  Collec.ons  

Talk/write  about  the  items  in  the  collecRons  using  sentence  frames  

        My  apple  is  a/an  ____key chain________.    It  is  ___________,  ___________  and  ________.    It  is  a/an  ________,  ________,  _________  key chain.    

1.  Opinion    2.  Size  3.  Shape  4.  CondiRon  5.  Age  6.  Color  

7.      Origin      (where  from)  

8.      Material              (made  of)  

9.      funcRon        (Used  for)  

big red teapot heavy glass paperweight

DeCapua,  A.  2008.  Grammar  for  Teacher.  Boston:    Springer  

         The  Flipped  Classroom  

3/19/14  

                 Turning  teaching  on  its  head:    

takes  place  outside  of  class  Bloom’s  Taxomony  –  lower  levels  understanding/

remembering  

take  place  in  class  Bloom’s  Taxonomy    –  upper  levels  

applying/analyzing/crea-ng  

Three  Reasons  to  Flip                                  

3/19/14  Marshall,  TESOL  ConnecRons,  February  2014  

     1            Increase    comprehension    

     2          Increase    interac.on      

     3                Increase    cri.cal  thinking  

InstrucRonal  Videos  

In-­‐Class  CollaboraRon  

ObservaRon  Feedback  Assessment  

Flipped  Learning  Cycle  Components                                

Adapted  from  Bergmann  &  Sams,  2012;  Musallam,  2013.  3/19/14  

ExploraRon  

3/19/14  

Auerbach/Freire  

•  Learner-­‐driven    •  Embracing  learner  

knowledge  •  MeeRng  immediate  learner  

needs  •  Leading  learners  to  

meaningful  social  acRon  and/or  personal  goals  

Flipped  Learning  

•  Leveraging  of  technology  •  Mastery  learning  •  Maximizing  classroom  

interacRon  •  Instructor  “leading  from  

behind”  

 

Q  &  A  

COABE  2014  Marshall/DeCapua  Handouts  

Available  at  h2p://bit.ly/1qm40Gj*"

*Note:    Use  zero,  not  the  le2er  O  in  the  URL  

Website:            h2p://malpeducaRon.com  Wiki:                          h2p://malp.pbworks.com    

Book:    Marshall,  H.W,,  &  DeCapua,  A.,  (2013).    Making  the  Transi>on  to  Classroom  Success:    Culturally  Responsive    Teaching  for  Struggling  Language  Learners.  Ann  Arbor,  MI:University  of  Michigan  Press  Emails:    Helaine.Marshall@gmail.com  Drandreadecapua@gmail.com    

MALP  Resources  

(c)  copyright  MALP,  LLC.  For  terms  and  condiRons  of  use,  contact    informaRon@malpeducaRon.com