Hudson RBE-RN workshop CRT and MALP for struggling ELLs

transcript

Promo%ng Academic Achievement for Students with Limited or Interrupted

Formal Educa%on

Andrea DeCapua, Ed.D. New York University

Helaine W. Marshall, Ph.D. Long Island University -‐ Hudson

Layers of the Instruc%onal Context

Curriculum, Instruc%on, and Assessment

Culturally Responsive Teaching

Societal Factors

Bedrock Layer

Scenarios

Please follow instruc0ons for this role play ac0vity.

•  Open manila envelope, randomly take out index card. This card indicates role you have in ac9vity. –  If you take card labeled “Student,” take small white envelope also labeled

“Student.” Open it, read your profile, do not reveal anything about your profile to others in your group. However, if you have a rela9ve or friend indicated in your profile,” you confer with him or her as you play your roles.

–  If you take index card labeled “Mother/Father/Sister/Guardian/Friend,” take small white envelope also so labeled. Open envelope, read your profile but do not reveal anything about your profile to others in group, other than prospec9ve student.

•  Make decisions about student. •  Report back to larger group, using next slide to guide you

–  Brief descrip9on of student –  What you decided to do and why –  Issues that arose during ac9vity

Role Play Sharing

Descrip9on of Student

Decisions

Issues

Please follow the instruc0ons

Teachers and learners assume that

1. the goals of K-‐12 instruc9on are a) to produce an independent learner b) to prepare that learner for life aQer schooling

2. the learner brings along

a) an urge par9cipate as an individual b) age-‐appropriate prepara9on for

(i)  literacy development (ii)  academic tasks

(DeCapua & Marshall, 2011)

Rural Primary Educa%on

What is it?

Three Major Differences

• Oral versus Print •  Pragma9c versus Academic •  Collec9vis9c versus Individualis9c

I never care about reading un9l 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.

Pragma%c vs. Academic Tasks

•  Defini9ons • What is a tree?

•  True/False • Washington DC is the capital of the U.S. • New York City is the capital of New York State.

•  Classifica9on • Categorize these objects

(Adapted from Luria, 1976)

Sample Task

Collec%vism vs. Individualism

Teachers and learners assume that

1. the goals of K-‐12 instruc9on are a) to produce an independent learner b) to prepare that learner for life aQer schooling

2. the learner brings along

a) an urge to par9cipate as an individual b) age-‐appropriate prepara9on for

(i)  literacy development (ii)  academic tasks

(DeCapua & Marshall, 2011)

(Ibarra, 2001)

Mutually Adap%ve Learning Paradigm MALP©

•  Instruc9onal model

•  Elements from students’learning paradigm

•  Elements from Western-‐style educa9on

•  Transi9onal approach to achievement gap by addressing cultural dissonance

SLIFE U.S. Classrooms

CONDITIONS

PROCESSES

ACTIVITIES

Aspects of Learning

Shared Responsibility

Individual Accountability

Pragmatic Tasks

Academic Tasks

Interconnectedness

Oral Transmission

Independence

Written Word

Future Relevance Immediate Relevance

Two Different Learning Paradigms

(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)

SLIFE U.S. Classrooms

Immediate Relevance Future Relevance

Pragma9c Tasks

CONDITIONS

PROCESSES

ACTIVITIES

Interconnectedness

Oral Transmission

Independence

(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)

Aspects of Learning

Academic Tasks

Wrigen Word

Standardized Tes-ng!

Instruc%onal Model SLIFE U.S. Classrooms

ACCEPT SLIFE CONDITIONS

COMBINE SLIFE & U.S.

PROCESSES

FOCUS on U.S. ACTIVITIES with familiar language

& content

(DeCapua & Marshall, 2010, 2011; Marshall 1994, 1998)

Interconnectedness Independence

Pragmatic Tasks

Academic Tasks

Immediate Relevance

Oral Transmission Written Word

Future Relevance

Two Learning Ac%vi%es

FAMILIAR SCHEMATA

UNFAMILIAR SCHEMATA

Describing your favorite game in your

native language or

dialect

Explaining steps to solve a math

problem in academic English

Two Learning Ac%vi%es

Ques%ons to ask about the Mystery Bag

•  Do you know what it is? •  Do you know what it is called in your language?

•  What do you do with it? What is it for? •  Do you like it? •  Give 4 words to describe it.

CHECKING ANSWERS

•  One by one, check all the answers •  All par9cipate in the checking

›  Give answers -‐ tabulate them › Write answers up as others give them ›  Copy down all descrip9ve words

And now………

Apple Collec%on

Benefits of Collec%ons

•  Building defini9ons •  Learning ways to categorize objects •  Developing vocabulary

Ø academic terms Ø descrip9ve adjec9ves

•  Collabora9ng on a class project

Categoriza%on

A/An _______________________ is

a/an _______________________ Important: small before big!

Characteris%cs

•  with ___________________

•  that has ________________

Specific Descrip%ons

•  green •  good •  delicious •  round •  sweet •  plas9c

•  wood •  heavy •  glass •  silver •  small •  soap

•  key chain •  teapot •  bank •  basket •  magnet •  paperweight

Instruc%onal Model SLIFE U.S. Classrooms

ACCEPT SLIFE CONDITIONS

COMBINE SLIFE & U.S.

PROCESSES

FOCUS on U.S. ACTIVITIES with familiar language

& content

(DeCapua & Marshall, 2010, 2011; Marshall 1994, 1998)

Interconnectedness Independence

Pragmatic Tasks

Academic Tasks

Immediate Relevance

Oral Transmission Written Word

Future Relevance

•  Carol’s Social Studies Class

– Unit Design

•  Gloria’s Math Class

– Classroom Posters

Carol’s Class Carol’s Class

Carol’s Class

Ages: 15 – 21

Educa%on: 3rd grade to 8th grade

Classes: Self-‐contained –  English –  Social Studies –  Math –  Science

Countries of origin: Hai%, Dominican Republic, El Salvador, Guatemala

Carol's Social Studies Unit

Objec%ves: Students will be able to

(1) Describe the everyday life of a Civil War soldier

(2) Compare/contrast it with their own lives today

Survey: Students’ Free Time

Research

Class Venn Diagram Class Venn Diagram

Student Venn Diagram

•  Gathering data from secondary sources

•  Comparing and contras%ng data

•  Analyzing data from graphs

Student Bar Graph

And now on to math . . .

Gloria’s Math Class

•  Ages: 14 -‐ 18 •  Educa%on:

–  5th grade – 9th grade •  Class:

–  Integrated Algebra –  Low-‐proficiency ELLs and SLIFE

•  Origin: –  Dominican Republic, Ecuador,

Mexico, Puerto Rico and Albania

Gloria’s Math Learning Environment

Objec%ves: Students will be able to (1) Use wall posters as supports to solve problems

and provide sentence level solu%ons

(2) Create partner posters to illustrate mathema%cal concepts, including:

a.   Number lines b.   Bar graphs c.   Like and unlike terms

•  Word wall

•  Calendar •  Sentence frames

•  Teacher-‐made concept posters

•  Student–produced posters

What does a MALP Classroom Look Like?

Word Wall

Class Calendar

Sentence Frames

Teacher-‐made Concept Poster

Number Lines

Bar Graph Posters

Like and Unlike Terms Posters

Runway to Common Core for SLIFE

•  Informal Learning – no academic ways of thinking or responding

•  ESL Program with NYS Progressions for New Language Arts (English)

•  Mainstream ELA Common Core Learning Standards

•  Our books (University of Michigan Press): Mee-ng the needs of students with limited or interrupted formal educa-on: A

guide for educators (2009) Breaking new ground: Teaching students with limited or interrupted formal

educa-on in U. S. secondary schools (2011) Making the transi-on to classroom success: Culturally Responsive Teaching for

struggling language learners (2013)

•  Our websites: hip://malpeduca%on.com hip://malp.pbworks.com

•  Our ar%cles: TESOL Journal, ELT Journal, Preven-ng School Failure, Urban Review and more

•  Our email: drandreadecapua@gmail.com helaine.marshall@liu.edu

Hudson RBE-RN workshop CRT and MALP for struggling ELLs

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