decapua keynote building bridges to academic success through culturally responsive teachingbb
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Building Bridges to Academic Success Through Culturally
Responsive Teaching
Keynote
MELEd Conference Minneapolis, MN
November 6, 2015 Dr. Andrea DeCapua
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Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences
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Struggling ELs
Appropriate grade-level education Age-appropriate literacy Grade-level content knowledge Identity as learner
No / interrupted / limited formal education No / low literacy Missing grade-level content knowledge Incomplete identity as learner
Other ELs
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Prior schooling?
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Ways of Learning Continuum
No schooling, New to print
Full par@cipa@on formal educa@on
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Layers of the Instructional Context
Curriculum, Instruc)on, and Assessment
Culturally Responsive Teaching
Societal Factors
Bedrock Layer
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Teachers and learners assume that
1. the goals of K-12 instruction are
a) to produce an independent learner
b) to prepare that learner for life after schooling
2. the learner is ready to
a) engage in literacy-based, school-related tasks
b) participate and demonstrate mastery on an individual basis
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Underlying Cultural Differences
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Informal Ways of Learning
Formal Education
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Academic Tasks • Definitions
Ø What is a tree?
• True/False Ø New York City is the capital of New York
State Ø St. Paul is the capital of Minnesota
• Classification Ø Categorize these objects
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Sample Task
Flynn, 2007
What do dogs and rabbits have in common?
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• Oral transmission / written word • Collectivism / individualism • Informal ways of learning / formal education
Three Underlying Cultural Differences
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Teachers and learners assume that 1. the goals of K-12 instruction are
a) to produce an independent learner b) to prepare that learner for life after schooling
2. the learner is ready to
a) engage in literacy-based, school-related tasks
b) participate and demonstrate mastery on an individual basis
malpeduca)on.com ©2015 MALP, LLC (Ibarra, 2001)
malpeduca)on.com ©2015 MALP, LLC
Struggling ELs
US Schools
CONDITIONS
PROCESSES
ACTIVITIES
Aspects of Learning
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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Mutually Adaptive Learning Paradigm® MALP®
ü Instructional Model ü Elements from students’ learning
paradigm
ü Elements from formal educational learning paradigm
ü Transitional approach to developing identity as learner by reducing cultural dissonance
Mutually Adap)ve Learning Paradigm – MALP®
Struggling ELs U.S. Schools
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragma@c Tasks
Academic Tasks
ACCEPT CONDITIONS
COMBINE PROCESSES
FOCUS on NEW ACTIVITIES with familiar language & content
Immediate Relevance
Oral Transmission
WriPen Word
with
Future Relevance
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Immediate relevance
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• Students work collaboratively to produce a final product
• Learner-centered vs. teacher-centered
MALP and Projects
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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.
MALP Teacher Planning Checklist©
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Carol’s Civil War Project
Student ages: 15-‐21 Prior educa@on: 3rd – 8th grade Home countries: Dominican Republic, El Salvador, Guatemala, Hai@ Carol: Social Studies & ESL
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How am I making this lesson
immediately relevant to my students?
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How am I helping students develop and maintain interconnectedness?
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How am I incorporating both group
responsibility and individual accountability?
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How am I scaffolding the written word through oral interaction?
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What new academic tasks am I introducing?
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What am I doing to make the new tasks accessible to my students?
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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.
MALP Teacher Planning Checklist©
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Formal
Educa@on Informal Ways of Learning Orality Collec@vism
Deficit View Dissonance View
Ways of Learning Continuum
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Questions?
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