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Preparing educators to teach students with limited/interrupted formal education tesol 2011

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Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.

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Preparing Educators to Teach Students with Limited/Interrupted Formal Education TESOL Convention New Orleans March 17, 2011 Andrea DeCapua The College of New Rochelle Helaine W. Marshall Long Island University

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Mutually Adaptive Learning Paradigm – MALP© • Instructional Model • Transitional approach to close achievement gap • Elements from students’ learning paradigm • Elements from U.S. learning paradigm (Marshall, 1998; DeCapua & Marshall, 2011)

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MALP© A. Accept Conditions for Learning B. Combine Processes for Learning C. Focus on New Activities for Learning

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MALP Teacher Planning Checklist © 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 to my students with familiar language and content. © University of Michigan Press, 2011. DeCapua & Marshall. Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in US Secondary Schools

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Before MALP© Training: Carol’s Lesson on U.S. Symbols Objectives: Students will be able to  describe what “symbol” means  identify important US symbols  explain meaning of US symbols

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Symbols Statue of Liberty

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American Symbols Lesson Carol’s Self-Assessment She thought she was meeting their needs  PPT presentation with images  Focus on oral language use  Focus on new vocabulary  Focus on individual student participation

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American Symbols Lesson MALP© Assessment For SLIFE, lesson lacked:  familiar conditions for learning  transition to new processes for learning  new activities for learning

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After MALP© Training: Carol’s MALP© Social Studies Project Objectives: Students will be able to:  describe the everyday life of Civil War soldiers  compare/contrast it with their own lives today

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A. Accept Conditions for Learning interconnectedness immediate relevance

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B. Combine Processes for Learning shared + individual responsibility oral + written

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C. New Activities for Learning academic tasks familiar language and content

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And now on to math . . .

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Gloria’s Math Class • Mainstream math teacher • Section of beginner ELLs with SLIFE • MALP© training • Shift in pedagogy to incorporate MALP© Let’s peek into Gloria’s classroom…

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High School MALP© Math Classroom  Word wall  Calendar  Sentence frames  Teacher-made concept posters  Student–produced posters

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Word Wall

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Class Calendar

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Sentence Frames

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Teacher-made Concept Poster

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Number Line

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Number Lines

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Venn Diagrams

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Like and Unlike Terms Posters

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Bar Graph Posters

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Gloria’s Classroom

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© Mutually Adaptive Learning Paradigm – MALP Teacher Planning Checklist A. Accept Conditions for Learning A1. I am making this lesson/project immediately relevant to students. A2. I am helping students develop and maintain interconnectedness. B. Combine Processes for Learning B1. I am incorporating 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 English learners with limited or interrupted formal education in US secondary schools. Ann Arbor, MI: University of Michigan Press.

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More about MALP©? Our website: http://malp.pbworks.com Andrea DeCapua adecapua@cnr.edu Helaine W Marshall helaine.marshall@liu.edu SlideShare Event: TESOL 2011

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Selected References  DeCapua, A. & Marshall, H.W. (2010b). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49- 70.  DeCapua, A. & Marshall. H. W. (2011). Breaking new ground:Teaching English learners with limited or interrupted formal education in US secondary schools. Ann Arbor, MI: University of Michigan Press.  DeCapua, A. & Marshall, H.W. (2011). Reaching ELLs at risk: Instruction for students with limited/interrupted formal education. Preventing School Failure, 55, 35-41.  DeCapua, A., & Marshall, H. W. (2010a). Limited formally schooled * English language learners in U.S. classrooms. Urban Review, 42, 159-173.

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References (cont’d)  DeCapua, A., Smathers, W. & Tang, F. (2007). Addressing the challenges and needs of students with interrupted formal education (SIFE). Educational Policy & Leadership, 65, 40–46.  Marshall, H.W. & DeCapua A. 2010). The newcomer booklet: A Project for limited formally schooled students. ELT Journal, 64. 396-404.  Marshall, H.W., DeCapua, A., & Antolini, C. (2010) Building literacy for SIFE through social studies. Educator’s Voice, 3, 56-65.  Marshall, H. W. (1998). A mutually adaptive learning paradigm (MALP) for Hmong students. Cultural Circles, 3, 134-141.

More Related Content

Preparing educators to teach students with limited/interrupted formal education tesol 2011

  • 1. Preparing Educators to Teach Students with Limited/Interrupted Formal Education TESOL Convention New Orleans March 17, 2011 Andrea DeCapua The College of New Rochelle Helaine W. Marshall Long Island University
  • 2. Mutually Adaptive Learning Paradigm – MALP© • Instructional Model • Transitional approach to close achievement gap • Elements from students’ learning paradigm • Elements from U.S. learning paradigm (Marshall, 1998; DeCapua & Marshall, 2011)
  • 3. MALP© A. Accept Conditions for Learning B. Combine Processes for Learning C. Focus on New Activities for Learning
  • 4. MALP Teacher Planning Checklist © 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 to my students with familiar language and content. © University of Michigan Press, 2011. DeCapua & Marshall. Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in US Secondary Schools
  • 5. Before MALP© Training: Carol’s Lesson on U.S. Symbols Objectives: Students will be able to  describe what “symbol” means  identify important US symbols  explain meaning of US symbols
  • 7. American Symbols Lesson Carol’s Self-Assessment She thought she was meeting their needs  PPT presentation with images  Focus on oral language use  Focus on new vocabulary  Focus on individual student participation
  • 8. American Symbols Lesson MALP© Assessment For SLIFE, lesson lacked:  familiar conditions for learning  transition to new processes for learning  new activities for learning
  • 9. After MALP© Training: Carol’s MALP© Social Studies Project Objectives: Students will be able to:  describe the everyday life of Civil War soldiers  compare/contrast it with their own lives today
  • 10. A. Accept Conditions for Learning interconnectedness immediate relevance
  • 11. B. Combine Processes for Learning shared + individual responsibility oral + written
  • 12. C. New Activities for Learning academic tasks familiar language and content
  • 13. And now on to math . . .
  • 14. Gloria’s Math Class • Mainstream math teacher • Section of beginner ELLs with SLIFE • MALP© training • Shift in pedagogy to incorporate MALP© Let’s peek into Gloria’s classroom…
  • 15. High School MALP© Math Classroom  Word wall  Calendar  Sentence frames  Teacher-made concept posters  Student–produced posters
  • 23. Like and Unlike Terms Posters
  • 26. © Mutually Adaptive Learning Paradigm – MALP Teacher Planning Checklist A. Accept Conditions for Learning A1. I am making this lesson/project immediately relevant to students. A2. I am helping students develop and maintain interconnectedness. B. Combine Processes for Learning B1. I am incorporating 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 English learners with limited or interrupted formal education in US secondary schools. Ann Arbor, MI: University of Michigan Press.
  • 27. More about MALP©? Our website: http://malp.pbworks.com Andrea DeCapua adecapua@cnr.edu Helaine W Marshall helaine.marshall@liu.edu SlideShare Event: TESOL 2011
  • 28. Selected References  DeCapua, A. & Marshall, H.W. (2010b). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49- 70.  DeCapua, A. & Marshall. H. W. (2011). Breaking new ground:Teaching English learners with limited or interrupted formal education in US secondary schools. Ann Arbor, MI: University of Michigan Press.  DeCapua, A. & Marshall, H.W. (2011). Reaching ELLs at risk: Instruction for students with limited/interrupted formal education. Preventing School Failure, 55, 35-41.  DeCapua, A., & Marshall, H. W. (2010a). Limited formally schooled * English language learners in U.S. classrooms. Urban Review, 42, 159-173.
  • 29. References (cont’d)  DeCapua, A., Smathers, W. & Tang, F. (2007). Addressing the challenges and needs of students with interrupted formal education (SIFE). Educational Policy & Leadership, 65, 40–46.  Marshall, H.W. & DeCapua A. 2010). The newcomer booklet: A Project for limited formally schooled students. ELT Journal, 64. 396-404.  Marshall, H.W., DeCapua, A., & Antolini, C. (2010) Building literacy for SIFE through social studies. Educator’s Voice, 3, 56-65.  Marshall, H. W. (1998). A mutually adaptive learning paradigm (MALP) for Hmong students. Cultural Circles, 3, 134-141.