preparing educators to teach students with limited...
TRANSCRIPT
Preparing Educators to Teach
Students with Limited/Interrupted
Formal Education
Andrea DeCapua
The College of New Rochelle
Helaine W. Marshall
Long Island University
TESOL Convention
New Orleans March 17, 2011
Mutually Adaptive Learning
Paradigm – MALP©
• Instructional Model
• Transitional approach to close achievement gap
• Elements from students’ learning paradigm
• Elements from U.S. learning paradigm
(Marshall, 1998; DeCapua & Marshall, 2011)
MALP©
A. Accept Conditions for Learning
B. Combine Processes for Learning
C. Focus on New Activities for Learning
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 Education in US Secondary Schools
MALP Teacher Planning Checklist ©
Before MALP© Training:
Carol’s Lesson on U.S. Symbols
Objectives: Students will be able to
describe what “symbol” means
identify important US symbols
explain meaning of US symbols
Statue of Liberty
Symbols
American Symbols Lesson
Carol’s Self-Assessment
She thought she was meeting their needs
PPT presentation with images
Focus on oral language use
Focus on new vocabulary
Focus on individual student participation
American Symbols Lesson
MALP© Assessment
For SLIFE, lesson lacked:
familiar conditions for learning
transition to new processes for learning
new activities for learning
After MALP© Training:
Carol’s MALP© Social Studies Project
Objectives: Students will be able to:
describe the everyday life of Civil War soldiers
compare/contrast it with their own lives today
A. Accept Conditions for Learning
immediate relevance interconnectedness
B. Combine Processes for Learning
shared + individual responsibility
oral + written
C. New Activities for Learning
academic tasks familiar language and content
And now on to math . . .
Gloria’s Math Class
• Mainstream math teacher
• Section of beginner ELLs with SLIFE
• MALP© training
• Shift in pedagogy to incorporate MALP©
Let’s peek into Gloria’s classroom…
High School MALP© Math
Classroom
Word wall
Calendar
Sentence frames
Teacher-made concept posters
Student–produced posters
Word Wall
Class Calendar
Sentence Frames
Teacher-made Concept Poster
Number Line
Number Lines
Venn Diagrams
Like and Unlike Terms Posters
Bar Graph Posters
Gloria’s Classroom
Mutually Adaptive Learning Paradigm – MALP ©
Teacher Planning Checklist
A. Accept Conditions for Learning
A1. I am making this lesson/project immediately relevant to students.
A2. I am helping students develop and maintain interconnectedness.
B. Combine Processes for Learning
B1. I am incorporating 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 English learners
with limited or interrupted formal education in US secondary schools. Ann Arbor, MI:
University of Michigan Press.
More about MALP©?
Our website: http://malp.pbworks.com
Andrea DeCapua [email protected]
Helaine W Marshall [email protected]
SlideShare Event: TESOL 2011
Selected References
DeCapua, A. & Marshall, H.W. (2010b). Serving ELLs with limited or
interrupted education: Intervention that works. TESOL Journal, 1, 49-
70.
DeCapua, A. & Marshall. H. W. (2011). Breaking new ground: Teaching
English learners with limited or interrupted formal education in US
secondary schools. Ann Arbor, MI: University of Michigan Press.
DeCapua, A. & Marshall, H.W. (2011). Reaching ELLs at risk: Instruction
for students with limited/interrupted formal education. Preventing
School Failure, 55, 35-41.
DeCapua, A., & Marshall, H. W. (2010a). Limited formally schooled
English language learners in U.S. classrooms. Urban Review, 42, 159-173. *
References (cont’d)
DeCapua, A., Smathers, W. & Tang, F. (2007). Addressing the
challenges and needs of students with interrupted formal
education (SIFE). Educational Policy & Leadership, 65, 40–46.
Marshall, H.W. & DeCapua A. 2010). The newcomer booklet: A
Project for limited formally schooled students. ELT Journal, 64.
396-404.
Marshall, H.W., DeCapua, A., & Antolini, C. (2010) Building
literacy for SIFE through social studies. Educator’s Voice, 3, 56-65.
Marshall, H. W. (1998). A mutually adaptive learning paradigm
(MALP) for Hmong students. Cultural Circles, 3, 134-141.