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. Objectives. Identify some of the assumptions we have about learning and how they differ from the assumptions of our students - PowerPoint PPT PresentationTRANSCRIPT
Strategies for Learners with Limited or Interrupted
Formal EducationPaula Freiermuth
Osseo ABESummer Institute
August 2012
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
Name In what country did you do your education? How many years of education have you had
(from kindergarten on)?
Who are we?
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
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?
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
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
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
Recite the months of the year.
Recite the months of the year in alphabetical order.
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
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
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
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
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
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
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
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
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