An overview of our instructional model, the Mutually Adaptive Learning Paradigm, and the use of surveys with learners to build different ways of thinking
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
Engaging Adult Learners with Limited or Interrupted Formal Education
1. Engaging
Adult
Learners
with
Limited/Interrupted
Formal
Educa9on
Andrea
DeCapua
The
College
of
New
Rochelle
Helaine
W.
Marshall
LIU
Hudson
3. U.S.
teachers
and
learners
assume
that:
1.
the
goals
of
instrucAon
are
a) to
prepare
learners
for
their
future
b) to
produce
independent
learners
2.
the
learner
brings
along
a) an
urge
to
compete
and
excel
as
an
individual
b) preparaAon
for
academic
tasks
(Adapted
from
DeCapua
&
Marshall,
2011)
4. Two
Different
Learning
Paradigms
Aspects
of
Adult
Learners
with
North
American
Learning
Limited
schooling
Classrooms
Immediate
Future
CONDITIONS
Relevance
Relevance
Interconnectedness
Independence
Shared
Individual
PROCESSES
Responsibility
Accountability
Oral
Transmission
WriTen
Word
PragmaAc
Tasks
Academic
Tasks
ACTIVITIES
(Adapted
from
DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994,1998)
5. M A L P
Adult
Learners
with
North
American
Limited
schooling
Classrooms
Immediate
Future
Accept
learner
Relevance
Relevance
condiAons
Interconnectedness
Independence
Combine
learner
&
Shared
Individual
North
American
Responsibility
Accountability
processes
with
Oral
Transmission
WriTen
Word
Focus
on
new
acAviAes
with
PragmaAc
Academic
familiar
language
Tasks
&
content
Tasks
(Adapted
from
DeCapua
&
Marshall,
2009,
2010,
2011;
Marshall
1994,
1998)
6. BeDy’s
Class
• Ages:
18-‐61
• Educa9on:
None
to
5th
grade
• Classes:
– ESL
– Hmong
Literacy
– Life-‐skills
Math
– Problem
Posing
• Origin:
Hmong
from
Laos
7. Class
Survey:
Crossing
the
Mekong
• Interviewing
at
home
• Sharing
data
in
class
• Drawing
map
&
flags
• Entering
data
in
table
• Using
sentence
frames
• Responding
to
quesAons
9. Prototypical
MALP
Project
Class
Surveys
Characteris9cs
that
foster
MALP
• Interpersonal
• Relevant
topics
likely
to
emerge
• Natural
movement
from
oral
interacAon
to
wriTen
product
• Provision
for
both
group
and
individual
task
delegaAon
• InstrucAon
in
academic
ways
of
thinking
15. Benefits
of
Collec9ons
• Building
definiAons
• Learning
ways
to
categorize
objects
• Developing
vocabulary
– academic
terms
– descripAve
adjecAves
• CollaboraAng
on
a
class
project
16. Talking
&
Wri9ng
about
Collec9on
Talk/write
about
the
items
in
the
collecAons
using
sentence
frames
My
apple
is
a/an
____key chain________.
It
is
___________,
___________
and
________.
It
is
a/an
________,
________,
_________
key chain.
17. More
about
MALP?
• Our
books
(University
of
Michigan
Press):
Mee#ng
the
needs
of
students
with
limited
or
interrupted
formal
educa#on
(2009)
Breaking
new
ground:
Teaching
students
with
limited
or
interrupted
formal
educa#on
in
U.
S.
secondary
schools
(2011)
Making
the
transi#on:
Culturally
Responsive
Teaching
for
struggling
second
language
learners
(summer
2013)
• Our
websites:
hDp://malpeduca9on.com
hDp://malp.pbworks.com
• Our
ar9cles:
TESOL
Journal,
ELT
Journal,
Preven#ng
School
Failure,
Urban
Review
and
more
• Our
email:
adecapua3@gmail.com
helaine.marshall@liu.edu