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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	
  	
  informaRon@malpeducaRon.com	
  
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)	
  
Making the Transition to Classroom Success:  Culturally Responsive Teaching for Struggling Language Learners
(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 RelevanceImmediate 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 ______?
Making the Transition to Classroom Success:  Culturally Responsive Teaching for Struggling Language Learners
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:	
  
	
  
Helaine.Marshall@gmail.com	
  
Drandreadecapua@gmail.com	
  
	
  
MALP	
  Resources	
  
(c)	
  copyright	
  MALP,	
  LLC.	
  For	
  terms	
  and	
  condiRons	
  of	
  use,	
  contact	
  	
  informaRon@malpeducaRon.com	
  

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Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners

  • 1. 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    informaRon@malpeducaRon.com  
  • 2. Layers  of  the  Instruc.onal  Context      Curriculum,  Instruc.on,  and  Assessment          Culturally  Responsive  Teaching   Societal  Factors   Bedrock  Layer    
  • 3. 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)  
  • 4. 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)
  • 5. Three  Major  Differences   1.  Oral  vs.  Print  Preferences     2.  CollecRvism  vs.  Individualism   3.  Informal  Learning  vs.  Formal   EducaRon    
  • 6. 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.        
  • 7. •  Personal  efforts  praised,   rewarded     •  Personal  interests,  desires,   primary   •  Personal  judgments       •  Personal  responsibility   •  “Self-­‐actualizaRon”       Individualism  
  • 8. •  “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  
  • 9. 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)  
  • 11. (Adapted  from  Luria,  1976)   Sample  Task  
  • 12. 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)
  • 14. 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 RelevanceImmediate Relevance
  • 15. 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!  
  • 16. 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
  • 17.      FAMILIAR      SCHEMATA        UNFAMILIAR        SCHEMATA     Describing your favorite game in your native language or dialect Explaining steps to solve a math problem in academic English
  • 19. To  Define  is  to  Know   The most common question asked in classrooms in all subjects and at all levels: WHAT IS ______?
  • 21. 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.  
  • 22. 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………  
  • 24. 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  
  • 25. Categoriza.on   A/An  _______________________                    is              a/an  _______________________                            Important:    small  before  big!  
  • 26. Characteris.cs   •  with  ___________________     Or     •  that  has  ________________    
  • 27. Specific  Descrip.ons   •  green   •  good   •  delicious   •  round   •  sweet   •  plasRc   •  wood   •  heavy   •  glass   •  silver   •  small   •   soap   •  key  chain   •  teapot   •  bank   •  basket   •  magnet   •  paperweight  
  • 28. 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.    
  • 29. 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  
  • 30.          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  
  • 31. Three  Reasons  to  Flip                                   3/19/14   Marshall,  TESOL  ConnecRons,  February  2014        1            Increase    comprehension          2          Increase    interac.on            3                Increase    cri.cal  thinking  
  • 32. InstrucRonal   Videos   In-­‐Class   CollaboraRon   ObservaRon   Feedback   Assessment   Flipped  Learning  Cycle  Components                 Adapted  from  Bergmann  &  Sams,  2012;  Musallam,  2013.   3/19/14   ExploraRon  
  • 33. 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”    
  • 34. Q  &  A  
  • 35. COABE  2014   Marshall/DeCapua  Handouts   Available  at   h2p://bit.ly/1qm40Gj*" *Note:    Use  zero,  not  the  le2er  O  in  the  URL  
  • 36. 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:     Helaine.Marshall@gmail.com   Drandreadecapua@gmail.com     MALP  Resources   (c)  copyright  MALP,  LLC.  For  terms  and  condiRons  of  use,  contact    informaRon@malpeducaRon.com