making the transition to classroom success: culturally responsive teaching for struggling language...
DESCRIPTION
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.TRANSCRIPT
COABE Annual Conference Pi2sburgh, PA March 16-‐19, 2014
Helaine W. Marshall, LIU – Hudson
Andrea DeCapua – NYU
Making the Transi.on to Classroom Success: Culturally Responsive Teaching
for Struggling Language Learners
(c) copyright MALP, LLC. For terms and condiRons of use, contact [email protected]
Layers of the Instruc.onal Context
Curriculum, Instruc.on, and Assessment
Culturally Responsive Teaching
Societal Factors
Bedrock Layer
Deep Invisible Cultural Values
“Culture acts as a filter or set of lenses through which
we view and interpret the world around us.”
(DeCapua & Wintergerst, 2004)
Teachers and learners assume that:
1. the goals of instrucRon are a) to produce an independent learner b) to prepare that learner for their future
2. the learner brings along a) a preference to participate as an individual b) age-‐appropriate preparaRon for
(i) literacy development (ii) academic tasks
(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
Three Major Differences
1. Oral vs. Print Preferences 2. CollecRvism vs. Individualism
3. Informal Learning vs. Formal EducaRon
I never care about reading unRl I come here In my country nothing to read but here, everywhere print, words and signs and books and you have to read
The most importants I have learned about the United States that is a book, newspapers, or notebook and pens. These things are always let me know how to live here.
• Personal efforts praised, rewarded
• Personal interests, desires, primary
• Personal judgments
• Personal responsibility
• “Self-‐actualizaRon”
Individualism
• “We” rather than “I.”
• People see themselves as part of an interconnected whole
• “Web” of relaRonships
• Group is more important than any single individual
Collec.vism
Tasks Requiring School-‐Based Ways of Thinking
• Defini.ons Ø What is a tree?
• True/False Ø Washington, D. C. is the capital of the U. S. Ø Pi2sburgh is the capital of Pennsylvania.
• Classifica.on Ø Categorize these objects (see next slide)
(Adapted from Luria, 1976)
Sample Task
Teachers and learners assume that:
1. the goals of instrucRon are a) to produce an independent learner b) to prepare that learner for their future
2. the learner brings along a) a preference to parRcipate as an individual b) age-‐appropriate preparaRon for
(i) literacy development (ii) academic tasks
(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
(Ibarra, 2001)
Struggling Learners U.S. Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
Aspects of Learning
Two Different Learning Paradigms
Shared Responsibility
Individual Accountability
Pragmatic Tasks
School-Based Tasks
Interconnectedness
Oral Transmission
Independence
Written Word
Future Relevance Immediate Relevance
Two Different Learning Paradigms
Struggling Language Learners
U.S. Classrooms
Immediate Relevance Future Relevance
Shared Responsibility
PragmaRc Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
(DeCapua & Marshall, 2009, 2010; Marshall, 1994, 1998)
Aspects of Learning
Individual Accountability
School-Based Tasks
Wri2en Word
Standardized Tes-ng!
Mutually Adaptive Learning Paradigm – MALP© Instructional Model
U.S. Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragmatic Tasks
School-Based Tasks
ACCEPT SLIFE CONDITIONS
COMBINE SLIFE & U.S.
PROCESSES
FOCUS on U.S. ACTIVITIES with familiar language
& content
Immediate Relevance
Oral Transmission Written Word
with
(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
Future Relevance
Struggling Learners
FAMILIAR SCHEMATA
UNFAMILIAR SCHEMATA
Describing your favorite game in your
native language or
dialect
Explaining steps to solve a math
problem in academic English
Project-‐Based Learning and MALP
To Define is to Know
The most common question asked in classrooms in all subjects and at all levels:
WHAT IS ______?
Ques.ons to ask about the Mystery Bag
• Do you know what it is? • Do you know what it is called in your language or
another language? • What do you do with it? What is it for? • Do you like it? • Give 4 words to describe it.
Checking Answers Together
• One by one, check all the answers • All participate in the checking
Ø Give answers - tabulate them Ø Write answers up as others give them Ø Copy down all descriptive words
And now……
…
Apple Collec.on
Benefits of Collec.ons
• Building definiRons • Learning ways to categorize objects • Developing vocabulary
Ø descripRve adjecRves Ø academic terms
• PracRcing academic ways of responding Ø (T/F, MC)
• CollaboraRng on a class project
Categoriza.on
A/An _______________________ is
a/an _______________________ Important: small before big!
Characteris.cs
• with ___________________
Or
• that has ________________
Specific Descrip.ons
• green • good • delicious • round • sweet • plasRc
• wood • heavy • glass • silver • small • soap
• key chain • teapot • bank • basket • magnet • paperweight
Talking & Wri.ng about Collec.ons
Talk/write about the items in the collecRons using sentence frames
My apple is a/an ____key chain________. It is ___________, ___________ and ________. It is a/an ________, ________, _________ key chain.
1. Opinion 2. Size 3. Shape 4. CondiRon 5. Age 6. Color
7. Origin (where from)
8. Material (made of)
9. funcRon (Used for)
big red teapot heavy glass paperweight
DeCapua, A. 2008. Grammar for Teacher. Boston: Springer
The Flipped Classroom
3/19/14
Turning teaching on its head:
takes place outside of class Bloom’s Taxomony – lower levels understanding/
remembering
take place in class Bloom’s Taxonomy – upper levels
applying/analyzing/crea-ng
Three Reasons to Flip
3/19/14 Marshall, TESOL ConnecRons, February 2014
1 Increase comprehension
2 Increase interac.on
3 Increase cri.cal thinking
InstrucRonal Videos
In-‐Class CollaboraRon
ObservaRon Feedback Assessment
Flipped Learning Cycle Components
Adapted from Bergmann & Sams, 2012; Musallam, 2013. 3/19/14
ExploraRon
3/19/14
Auerbach/Freire
• Learner-‐driven • Embracing learner
knowledge • MeeRng immediate learner
needs • Leading learners to
meaningful social acRon and/or personal goals
Flipped Learning
• Leveraging of technology • Mastery learning • Maximizing classroom
interacRon • Instructor “leading from
behind”
Q & A
COABE 2014 Marshall/DeCapua Handouts
Available at h2p://bit.ly/1qm40Gj*"
*Note: Use zero, not the le2er O in the URL
Website: h2p://malpeducaRon.com Wiki: h2p://malp.pbworks.com
Book: Marshall, H.W,, & DeCapua, A., (2013). Making the Transi>on to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners. Ann Arbor, MI:University of Michigan Press Emails: [email protected] [email protected]
MALP Resources
(c) copyright MALP, LLC. For terms and condiRons of use, contact [email protected]