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Implemen'ng	
  Culturally	
  
Responsive	
  Instruc'on	
  	
  
in	
  the	
  LESLLA	
  Classroom	
  
Andrea	
  DeCapua	
  
New	
  York	
  University	
  
	
  
Helaine	
  W.	
  Marshall	
  
LIU	
  Hudson	
  
Demonstra'on	
  Survey	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  h<p://PollEverywhere.com/lainemarsh	
  
POLL	
  SLIDE:	
  	
  Adolescents	
  or	
  Adults	
  
POLL	
  SLIDE:	
  City	
  you	
  live	
  in	
  
POLL	
  SLIDE:	
  Favorite	
  cuisine	
  
POLL	
  SLIDE:	
  Poll	
  Everywhere	
  
Be<y’s	
  Class	
  
•  Ages:	
  	
  	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  18-­‐61	
  
•  Educa'on:	
  	
  	
  
	
  	
  	
  None	
  to	
  5th	
  grade	
  
•  Classes:	
  	
   	
  	
  
⁻  ESL	
  	
  
⁻  Hmong	
  Literacy	
  
⁻  Life-­‐skills	
  Math	
  
⁻  Problem	
  Posing	
  
•  Origin:	
  	
  
	
  	
  	
  	
  	
  Hmong	
  from	
  Laos	
  
 Class	
  Survey:	
  Crossing	
  the	
  Mekong	
  
•  Interviewing	
  at	
  home	
  
•  Sharing	
  data	
  in	
  class	
  
•  Drawing	
  map	
  &	
  flags	
  
•  Entering	
  data	
  in	
  table	
  
•  Using	
  sentence	
  frames	
  
•  Responding	
  to	
  quesTons	
  
 Paj	
  Ntaub	
  
Mutually Adaptive Learning Paradigm - MALP
Instructional Model
SLIFE U.S. Classrooms
Interconnectedness Independence
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
Academic
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
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	
  Educa>on	
  in	
  Secondary	
  Schools	
  	
  	
  	
  
MALP	
  Teacher	
  Planning	
  Checklist	
  
 Class	
  Survey:	
  Crossing	
  the	
  Mekong	
  
•  Interviewing	
  at	
  home	
  
•  Sharing	
  data	
  in	
  class	
  
•  Drawing	
  map	
  &	
  flags	
  
•  Entering	
  data	
  in	
  table	
  
•  Using	
  sentence	
  frames	
  
•  Responding	
  to	
  quesTons	
  
1.  Adolescents/Adults	
  
2.  City	
  
3.  Cuisine	
  
4.  Poll	
  Everywhere	
  
	
  
How	
  could	
  this	
  survey	
  be	
  used	
  	
  
to	
  incorporate	
  MALP?	
  	
  	
  
1.  Adolescents/Adults	
  
2.  City	
  
3.  Cuisine	
  
4.  Poll	
  Everywhere	
  
5. 	
  Add	
  your	
  own	
  
	
  
Design	
  a	
  MALP	
  project	
  	
  
using	
  some	
  or	
  all	
  of	
  these	
  polls	
  
 
Prototypical	
  MALP	
  Project	
  
Class	
  Surveys	
  
	
  
	
  	
  	
  	
  	
  	
  Characteris'cs	
  that	
  foster	
  MALP	
  
	
  
•  Interpersonal	
  	
  
•  Relevant	
  topics	
  likely	
  to	
  emerge	
  
•  Natural	
  movement	
  from	
  oral	
  interacTon	
  to	
  wriYen	
  	
  	
  	
  
product	
  
•  Provision	
  for	
  both	
  group	
  and	
  individual	
  task	
  delegaTon	
  
•  InstrucTon	
  in	
  academic	
  ways	
  of	
  thinking	
  
	
  
Breaking	
  New	
  Ground:	
  Teaching	
  Students	
  with	
  Limited	
  or	
  
Interrupted	
  Formal	
  Educa>on	
  in	
  U.S.	
  Secondary	
  Schools	
  	
  	
  
U.	
  of	
  Michigan	
  Press,	
  2011	
  
	
  
MALP	
  Projects	
  
•  Class	
  Surveys:	
  Immigra>on	
  
•  Mapping	
  Time:	
  Timelines	
  	
  
•  CollecTons:	
  Mystery	
  Bag	
  
•  	
  Autobiographies:	
  Transi>ons	
  
•  	
  Bookmarking:	
  	
  delicious.com	
  
	
  
Making	
  the	
  Transi>on	
  to	
  Classroom	
  Success:	
  Culturally	
  
Responsive	
  Teaching	
  for	
  Struggling	
  Language	
  Learners	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
U.	
  of	
  Michigan	
  Press,	
  2013	
  
	
  
	
  
MALP	
  Projects	
  
•  Class	
  Surveys:	
  	
  Crossing	
  the	
  Mekong	
  
•  Mapping	
  Time:	
  Calendar	
  
•  Theme	
  Booklets:	
  	
  	
  
–  Curriculum	
  –	
  Fire	
  Preven>on	
  
–  Procedures	
  –	
  Driver’s	
  License	
  
–  Language	
  –	
  Comparison/Contrast	
  
•  	
  Murals:	
  Our	
  Community	
  
Website:	
  	
  hYp://malpeducaTon.com	
  
	
  
Wiki:	
  	
  hYp://malp.pbworks.com	
  	
  
	
  
Andrea	
  DeCapua:	
  	
  drandreadecapua@gmail.com	
  
	
  
Helaine	
  W.	
  Marshall:	
  	
  helaine.marshall@liu.edu	
  
	
  
MALP	
  Resources	
  &	
  Contacts	
  

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Implementing Culturally Responsive Instruction in the LESLLA Classroom

  • 1. Implemen'ng  Culturally   Responsive  Instruc'on     in  the  LESLLA  Classroom   Andrea  DeCapua   New  York  University     Helaine  W.  Marshall   LIU  Hudson  
  • 2. Demonstra'on  Survey                        h<p://PollEverywhere.com/lainemarsh  
  • 3. POLL  SLIDE:    Adolescents  or  Adults  
  • 4. POLL  SLIDE:  City  you  live  in  
  • 6. POLL  SLIDE:  Poll  Everywhere  
  • 7. Be<y’s  Class   •  Ages:                          18-­‐61   •  Educa'on:            None  to  5th  grade   •  Classes:         ⁻  ESL     ⁻  Hmong  Literacy   ⁻  Life-­‐skills  Math   ⁻  Problem  Posing   •  Origin:              Hmong  from  Laos  
  • 8.  Class  Survey:  Crossing  the  Mekong   •  Interviewing  at  home   •  Sharing  data  in  class   •  Drawing  map  &  flags   •  Entering  data  in  table   •  Using  sentence  frames   •  Responding  to  quesTons  
  • 10. Mutually Adaptive Learning Paradigm - MALP Instructional Model SLIFE U.S. Classrooms Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks Academic 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
  • 11. 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  Educa>on  in  Secondary  Schools         MALP  Teacher  Planning  Checklist  
  • 12.  Class  Survey:  Crossing  the  Mekong   •  Interviewing  at  home   •  Sharing  data  in  class   •  Drawing  map  &  flags   •  Entering  data  in  table   •  Using  sentence  frames   •  Responding  to  quesTons  
  • 13. 1.  Adolescents/Adults   2.  City   3.  Cuisine   4.  Poll  Everywhere     How  could  this  survey  be  used     to  incorporate  MALP?      
  • 14. 1.  Adolescents/Adults   2.  City   3.  Cuisine   4.  Poll  Everywhere   5.   Add  your  own     Design  a  MALP  project     using  some  or  all  of  these  polls  
  • 15.   Prototypical  MALP  Project   Class  Surveys                Characteris'cs  that  foster  MALP     •  Interpersonal     •  Relevant  topics  likely  to  emerge   •  Natural  movement  from  oral  interacTon  to  wriYen         product   •  Provision  for  both  group  and  individual  task  delegaTon   •  InstrucTon  in  academic  ways  of  thinking    
  • 16. Breaking  New  Ground:  Teaching  Students  with  Limited  or   Interrupted  Formal  Educa>on  in  U.S.  Secondary  Schools       U.  of  Michigan  Press,  2011     MALP  Projects   •  Class  Surveys:  Immigra>on   •  Mapping  Time:  Timelines     •  CollecTons:  Mystery  Bag   •   Autobiographies:  Transi>ons   •   Bookmarking:    delicious.com    
  • 17. Making  the  Transi>on  to  Classroom  Success:  Culturally   Responsive  Teaching  for  Struggling  Language  Learners                                                                                                   U.  of  Michigan  Press,  2013       MALP  Projects   •  Class  Surveys:    Crossing  the  Mekong   •  Mapping  Time:  Calendar   •  Theme  Booklets:       –  Curriculum  –  Fire  Preven>on   –  Procedures  –  Driver’s  License   –  Language  –  Comparison/Contrast   •   Murals:  Our  Community  
  • 18. Website:    hYp://malpeducaTon.com     Wiki:    hYp://malp.pbworks.com       Andrea  DeCapua:    drandreadecapua@gmail.com     Helaine  W.  Marshall:    helaine.marshall@liu.edu     MALP  Resources  &  Contacts