toronto june 12 2015 de capua reaching slife
TRANSCRIPT
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Reaching Students with
Limited or Interrupted Formal Educa)on (SLIFE)
Andrea DeCapua, Ed.D. Educa)onal Consultant, MALP, LLC Long Island University – Mid-‐Hudson
Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences
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ELLs SLIFE
• Consistent grade-‐level formal educa)on
• Age-‐appropriate L1 literacy skills
• Grade-‐level content knowledge for most part
• Iden)ty as learner and how to “do” school
• No, interrupted, or limited formal educa)on
• No / low literacy skills • Lack content-‐knowledge of their grade-‐level peers across subjects
• Unfamiliar with “doing” school
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Ac)vity: Please follow instruc)ons
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2 Dimensional vs. 3 Dimensional
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Needs of SLIFE
• Develop basic literacy skills
• Learn basic and grade-‐level subject area concepts
Ø Adapt to cultural differences in learning and teaching
Ø Acquire academic ways of thinking
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Intercultural Communica)on Framework (ICF)
o Establish and maintain a rela)onship
o Iden)fy priori)es in both cultures o Make associa)ons between the strange and the familiar
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Establish and maintain a rela)onship
“Who are you?” said the Caterpillar.
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Iden)fy Priori)es in Both
Cultures
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What Do You Remember?
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Make the Strange Familiar
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Schema Theory
Dictionary definition of schema:
An abstract structure representing concepts
stored in memory
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Linguistic Schema
(James, 1987)
A B C D E F G H I
F M J E O T P Y X
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➨ The batsmen were merciless against the bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit one four after another with an occasional six. Not once did a ball look like it would hit their stumps or be caught.
Version #1
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Content Schema
Version #1 ➨ The batsmen were merciless
against the bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit one four after another with an occasional six. Not once did a ball look like it would hit their stumps or be caught.
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Content Schema
➨ The men were at bat against the bowlers. They did not show any pity. The bowlers placed their men in slips. They placed their men in covers. They hit some sixes. No ball hit the stumps. No ball was caught.
Version #2
Tierney & Pearson, 1985
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Formal Schema
Please name the months of the year:
(James,1987)
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TYPES of SCHEMATA
• Linguistic Schemata
• Content Schemata
• Formal Schemata
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The Power of Prior Knowledge
When information is missing or
confusing, we compensate by accessing our familiar schemata.
Observe the following:
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Compensa)ng Strategies: Example #1
Ths sntnc s wr`n wth th vwl smbls la t.
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Compensa)ng Strategies Example #2
Our Father makes art in heaven Howdja know my name? Thy kingdom come, Thy Wimbledon, On earth as it is in Heaven. Give us this steak and jelly bread, And forgive us our trash baskets As we forgive those who put trash in our baskets. And lead a snot into Kemp's sta)on, But deliver us from eagles, For mine is the kingdom, the flower, and the jewelry.
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Compensating Strategies: Example #3
_____________ ____________ ____________ ____________ __________, __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________. Ασδφγηκκ
(Adapted from Peregoy & Boyle, 2005)
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Two Learning Activities
FAMILIAR SCHEMATA
UNFAMILIAR SCHEMATA
Describing your favorite game in your first language or dialect
Writing a science lab report in academic English
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Balance Familiar and Unfamiliar Schemata
in Ac)vi)es
• If tasks are new, use L1 or highly contextualized everyday English
• If content is new, use L1 or highly contextualized everyday English
• If focus is language, concepts and tasks should be familiar and easily accessible to learner
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Teachers and learners assume that
1. The goals of instruc)on are to a) produce an independent learner b) prepare the learner for the future
DeCapua & Marshall, 2011, Breaking New Ground; Marshall & DeCapua, 2013, Making the Transi5on to Classroom Success
2. The learner is ready to a) par)cipate and demonstrate mastery on an individual basis b) engage in literacy-‐based, classroom tasks
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• Oral transmission vs. wri`en word
• Collec)vism vs. individualism
• Informal ways of learning vs. formal educa)on
Three Underlying Cultural Differences
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If there was prior schooling . . .
• Few or no textbooks
• Minimal supplies
• Li`le or no technology
• Memoriza)on, recita)on, copying
• Sporadic a`endance
© www.globalafricanvillage.org Used by permission.
(Flaitz, 2012)
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Collec)vism and Individualism
Hofstede, 2001;Oyserman & Lee, 2008; Triandis, 1995
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Informal Ways of Learning Formal EducaKon
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Teachers and learners assume that
1. The goals of instruc)on are to a) produce an independent learner b) prepare the learner for the future
DeCapua & Marshall, 2011, Breaking New Ground; Marshall & DeCapua, 2013, Making the Transi5on to Classroom Success
2. The learner is ready to a) par)cipate and demonstrate mastery on an individual basis b) engage in literacy-‐based, classroom tasks
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SLIFE North American Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
Aspects of Learning
Two Different Learning Paradigms
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
Interconnectedness
Oral Transmission
Independence
Written Word
Future Relevance Immediate Relevance
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MALP®
Mutually Adap)ve Learning Paradigm
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Mutually Adap)ve Learning Paradigm® MALP®
ü Instruc)onal Model
ü Elements from students’ learning paradigm
ü Elements from North American learning paradigm
ü Transi)onal approach to close achievement gap
Mutually Adap)ve Learning Paradigm – MALP® Culturally Responsive Teaching Model
SLIFE Formal Educa)on
Interconnectedness Independence
Shared Responsibility
Individual Accountability
PragmaKc Tasks
Academic Tasks
ACCEPT CONDITIONS
COMBINE PROCESSES
FOCUS on NEW ACTIVITIES with familiar language
& content
Immediate Relevance
Oral Transmission
WriUen Word with
Future Relevance
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
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 with familiar language and content.
© DeCapua, A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Formal Educa5on in Secondary Schools, University of Michigan Press, (p.68). For terms and condiKons of use, contact [email protected]
MALP® Teacher Planning Checklist
Ac)vity: Using the MALP Checklist A SLIFE science class is learning to classify living vs. nonliving things. Ms. Vargas reviews her earlier lesson by projec)ng a picture of a jungle environment. She asks students to point to items they recognize and circles one of those items, a bamboo tree, and writes next to it “living” with a colored marker. Mrs. Vargas then has students come to the board and circle other examples of living things, using the same color marker. Next, she asks students to iden)fy nonliving things on the projected pictures. Ms. Vargas chooses one item, circles it with a different color maker and labels it “nonliving.” She has students come up and circle non-‐living items, using the different colored marker.
On the wall are student-‐created posters on living and nonliving things. On the living things poster is a list of defining characteris)cs, which Ms. Vargas oaen refers to, reminding the students to think about each characteris)c when they decide whether an item is living or nonliving. When one student becomes confused and iden)fies a rock as living, another student points to the poster and says, “No, rocks no breath.”
Later, Ms. Vargas projects a picture of a pond and passes out copies of this picture and colored markers to the class. She asks the students to iden)fy the different items in the picture, using one color for living and another color for nonliving. The students work together to label items, referring to the student posters. When they are done, Ms. Vargas instructs the students, “Each person choose one item and say whether it is a living or nonliving thing.” Tell your partner at least one reason why it is living or nonliving.” Aaer they finish, Ms. Vargas announces a test the next with a different picture. They will have to find and label each item as living or nonliving, and name the characteris)cs of living things without reference to the concept poster.
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North American Mainstream Formal Educa)on
Informal Ways of Learning
Oral Transmission Collec)vism
Deficit View they know what to do but lack ability
Dissonance View they are starKng from a different paradigm
Ways of Learning Con)nuum
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Take -‐ Aways
Note to Self:
Note to Supervisor/Admin:
Note to Andrea:
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More about MALP®? Email: [email protected]
Website: h`p://malpeduca)on.com
Books: DeCapua, A. & Marshall, H.W. (2011). Breaking new ground: Teaching students with limited or interrupted formal educa5on in U. S. secondary schools. University of Michigan Press. Marshall, H.W. & DeCapua, A. (2013). Making the transi4on to classroom success: Culturally responsive teaching for struggling language learners (2013). University of Michigan Press.