strategies for learners with limited or interrupted formal education

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Strategies for Learners with Limited or Interrupted Formal Education Paula Freiermuth Osseo ABE Summer Institute August 2012

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Strategies for Learners with Limited or Interrupted Formal Education. Paula Freiermuth Osseo ABE Summer Institute August 2012. Objectives. Identify some of the assumptions we have about learning and how they differ from the assumptions of our students - PowerPoint PPT Presentation

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Page 1: Strategies for Learners with Limited or Interrupted Formal Education

Strategies for Learners with Limited or Interrupted

Formal EducationPaula Freiermuth

Osseo ABESummer Institute

August 2012

Page 2: Strategies for Learners with Limited or Interrupted Formal Education

Identify some of the assumptions we have about learning and how they differ from the assumptions of our students

Explore individualistic versus collectivistic culture as it pertains to learning assumptions

Identify strategies to address differences in assumptions

Objectives

Page 3: Strategies for Learners with Limited or Interrupted Formal Education

Name In what country did you do your education? How many years of education have you had

(from kindergarten on)?

Who are we?

Page 4: Strategies for Learners with Limited or Interrupted Formal Education

Core Value Pedagogical PracticeK-12 instruction should produce independent leaners.

ScaffoldingAsking or giving assistance only when necessary

Students are individually responsible and accountable for their learning.

Cooperative work teams but each individual personally accountableIndividualized assessment usually through standardized tests

School prepares learner for life after school

Curriculum without real-world relevance

Some Core Values of Mainstream Education

Page 5: Strategies for Learners with Limited or Interrupted Formal Education

Where have they had their education? How much education have they had? What are their core values or assumptions of

education?

Who are our students?

Page 6: Strategies for Learners with Limited or Interrupted Formal Education

Iceberg Model of Culture

fooddance musicarchitecture

literatureholidays

clothing ways of learningways of teaching

concept of timeassumptions about teacher/student

rolesimportance of print

role of group role of individual

VISIBLE

HIDDEN

Page 7: Strategies for Learners with Limited or Interrupted Formal Education

1. What do dogs and rabbits have in common?2. What is a tree?3. True or False—Washington, D.C. is the

capital of the U.S.4. True or False—New York City is the capital

of New York State.

Test Your Knowledge

Page 8: Strategies for Learners with Limited or Interrupted Formal Education

Pragmatic Knowledge

Based on experience Accumulated over

generations Passed down orally Focused on concrete,

functional Concerned with immediate

relevance Culture or environment

specific Changeable

Academic Knowledge

Based on logic and hypothetical

Focused on abstractions Immediate relevance not

necessarily important Not tied to specific culture

or environment Static

Page 9: Strategies for Learners with Limited or Interrupted Formal Education

Recite the months of the year.

Recite the months of the year in alphabetical order.

Page 10: Strategies for Learners with Limited or Interrupted Formal Education

LIFE Learners U.S. SchoolsConditions for Learning

Immediate relevance Future relevanceInterconnectedness Independence

Processes for LearningShare responsibility Individual accountabilityOral transmission Written word

Activities for LearningPragmatic tasks Academic tasks

Two Different Learning Paradigms

Page 11: Strategies for Learners with Limited or Interrupted Formal Education

In your group, choose one of the two scenarios to read and discuss.

What’s happening in the classroom? What are the teacher’s assumptions?

Scenarios

Page 12: Strategies for Learners with Limited or Interrupted Formal Education

Adaption LIFE Learning Paradigm

U.S. School Paradigm

U.S. teachers adapt to LIFE learner conditions for learning

Immediate relevanceInterconnectedness

 

LIFE leaners and U.S. teachers adapt to processes for learning from both paradigms

Share responsibilityOral transmission

Individual accountabilityPrinted word

LIFE learner adapts to U.S. classroom activities for learning

  Academic tasks

Mutually Adaptive Learning Paradigm

Page 13: Strategies for Learners with Limited or Interrupted Formal Education

The class has been working on measurement concepts such as inches to feet.

Students have been struggling with the language of math problems.

A student has a new job laying carpet and tile. His boss wants him to help measure as well as lay the carpet and tile.

Rick’s class

Page 14: Strategies for Learners with Limited or Interrupted Formal Education

I am making this lesson immediately relevant to students. Using real-world problem from one of the students Linking math to specific skills students can apply

where they live or work I am helping students develop and maintain

interconnectedness. Students share experiences with building materials Teacher shares home workshop photos and

experiences

A. Accept Conditions for Learning

Page 15: Strategies for Learners with Limited or Interrupted Formal Education

I am incorporating both shared responsibility and individual accountability. Students work together on the first problem

calculating the amount of tile Each team is responsible for at least one room

of the house for the second problem Teams combine into large groups to add up

their results Each student is individually accountable for at

least one additional problem

B. Combine Processes for Learning

Page 16: Strategies for Learners with Limited or Interrupted Formal Education

I am scaffolding the written word through oral interaction. Teacher narrates video while taking notes on

board Students work out problems aloud while team

members write Students read their work out loud while team

members read along and check for accuracy Student present results orally to class with

visual representation on board

B. Combine Processes for Learning

Page 17: Strategies for Learners with Limited or Interrupted Formal Education

I am focusing on tasks requiring academic ways of thinking. Students focus on the sequence of steps and

the importance of a specific order Students consider how operations must have

the same units to obtain the correct answer Students learn about checking their answers to

see if they make sense

C. Focus on New Activities for Learning

Page 18: Strategies for Learners with Limited or Interrupted Formal Education

I am making these tasks accessible with familiar language and content Teacher provides video with his own narrative

in familiar language and pauses video to write key concepts on board

Teacher provides sentence frames to guide the use of language to describe steps of the problem

Teacher uses familiar content of a construction activity for all the problems in the project

C. Focus on New Activities for Learning

Page 19: Strategies for Learners with Limited or Interrupted Formal Education