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Project-Based Learning for
                        Students with Limited/
                    Interrupted Formal Education
                               Andrea DeCapua
                                   TESOL
                                  Dallas, TX
                                 March 2013
                          drandreadecapua@gmail.com



Thursday, March 21, 13
Who are SLIFE?
                    • oral means is the preferred communication
                         and information-sharing mode
                    • used to pragmatic learning with immediate
                         relevance
                    • generally from collectivistic cultures and
                         more comfortable working together,
                         sharing responsibility


Thursday, March 21, 13
Project-Based Learning
                            (PBL)
                    • Allows for differentiation
                    • promotes integration of literacy and
                         content knowledge
                    • improves student engagement
                         •   student-centered rather than teacher
                             centered



Thursday, March 21, 13
Needs of SLIFE
                • learn basic and grade-level content
                • develop basic literacy and numeracy skills
                         foster school-based ways of thinking
                         adapt to cultural differences in ways of
                         thinking and learning




Thursday, March 21, 13
and from a MALP
                           perspective, PBL:
                    • fosters a sense of community
                    • provides immediate relevance
                    • allows for shared responsibility and
                         individual responsibility
                    • accommodates oral transmission with print
                    • promotes school-based ways of thinking
Thursday, March 21, 13
Transitions:
                Mutually Adaptive Learning
                    Paradigm-MALP©
                A . accept learning conditions of SLIFE
                B . combine learning processes from both
                         perspectives

                C. focus on school-based learning activities

                         (DeCapua & Marshall, 2011; 2010; Marshall & DeCapua, in press)

Thursday, March 21, 13
Mutually Adaptive Learning Paradigm
                                        SLIFE                                    North American Classrooms


                                                Immediate                              Future
            Accept                                                                       Relevance
             SLIFE                               Relevance
           conditions                       Interconnectedness                         Independence

       Combine SLIFE &                          Shared                               Individual
       North American                              Responsibility                    	

 Accountability
         processes                                                          with
                                                 Oral
                                                  Transmission                         Written Word
           Focus on new
            activities with                   Pragmatic                                 Academic
          familiar language                     Tasks                                    Tasks
              & content
      (Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)

Thursday, March 21, 13
Examples of Projects
              • Collections
              • Timelines
              • Shared Events
              • Concept Posters
              • Theme Booklets
           DeCapua & Marshall, 2011; DeCapua, Smathers, & Tang, 2009; Marshall & DeCapua, in
           press; 2009


Thursday, March 21, 13
Creating Theme
                                  Booklets
                     • Step 1: Plan
                         •   “brainstorm” (LEA)
                         •   assign tasks
                         •   wall calendar

                     • Step 2: Create
                         •
                         visuals
                         • text
                     • Step 3: Design and Disseminate
Thursday, March 21, 13
Newcomer Booklets
                         Explain common procedures, routines
               •         school basics
                            • sharpening a pencil
                            • lockers
                            • the library
               •         community information
                            • the emergency room
                            • calling 911

Thursday, March 21, 13
Fire Safety
                             911

                               by

                         Mrs. B’s class
Thursday, March 21, 13
Fire Safety:
                                 911
                         I am calling about a fire.

                         It is at _______.

                         It is in the _________




Thursday, March 21, 13
Fire Hazard:
                           Smoking



                          Do not smoke in bed.




Thursday, March 21, 13
Mrs. J’s High School
                                 SLIFE


                           Where is_?

Thursday, March 21, 13
This is the school library.




                    It is Room 234.             You return books here.
                    It is on the second floor.




Thursday, March 21, 13
These are lockers.   This is a lock.




             They are by Room 110.


Thursday, March 21, 13
!




Thursday, March 21, 13
Thursday, March 21, 13
Thursday, March 21, 13
Thursday, March 21, 13
brainstorm



                            propose                       select
                              new                         focus
                            project




                                      Project-Based
                  reflect
                    &                   Learning                   identify
                 evaluate




                              share                    delegate




                                          implement




Thursday, March 21, 13
Interested in Our Work?
      websites:
               http://malpeducation.com
               http://malp.pbworks.com

      Books (University of Michigan Press):

               Meeting The Needs of Students with Limited or Interrupted Formal
                Education (2009)
               Breaking New Ground: Teaching Students with Limited or
                Interrupted Formal Education in U. S. Secondary Schools (2011)
               Making the Transition: Culturally Responsive Teaching for Struggling
                Language Learners (Summer 2013)




Thursday, March 21, 13

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Project-Based Learning for ELLs with Limited or Interrupted Formal Education

  • 1. Project-Based Learning for Students with Limited/ Interrupted Formal Education Andrea DeCapua TESOL Dallas, TX March 2013 drandreadecapua@gmail.com Thursday, March 21, 13
  • 2. Who are SLIFE? • oral means is the preferred communication and information-sharing mode • used to pragmatic learning with immediate relevance • generally from collectivistic cultures and more comfortable working together, sharing responsibility Thursday, March 21, 13
  • 3. Project-Based Learning (PBL) • Allows for differentiation • promotes integration of literacy and content knowledge • improves student engagement • student-centered rather than teacher centered Thursday, March 21, 13
  • 4. Needs of SLIFE • learn basic and grade-level content • develop basic literacy and numeracy skills foster school-based ways of thinking adapt to cultural differences in ways of thinking and learning Thursday, March 21, 13
  • 5. and from a MALP perspective, PBL: • fosters a sense of community • provides immediate relevance • allows for shared responsibility and individual responsibility • accommodates oral transmission with print • promotes school-based ways of thinking Thursday, March 21, 13
  • 6. Transitions: Mutually Adaptive Learning Paradigm-MALP© A . accept learning conditions of SLIFE B . combine learning processes from both perspectives C. focus on school-based learning activities (DeCapua & Marshall, 2011; 2010; Marshall & DeCapua, in press) Thursday, March 21, 13
  • 7. Mutually Adaptive Learning Paradigm SLIFE North American Classrooms Immediate Future Accept Relevance SLIFE Relevance conditions Interconnectedness Independence Combine SLIFE & Shared Individual North American Responsibility Accountability processes with Oral Transmission Written Word Focus on new activities with Pragmatic Academic familiar language Tasks Tasks & content (Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998) Thursday, March 21, 13
  • 8. Examples of Projects • Collections • Timelines • Shared Events • Concept Posters • Theme Booklets DeCapua & Marshall, 2011; DeCapua, Smathers, & Tang, 2009; Marshall & DeCapua, in press; 2009 Thursday, March 21, 13
  • 9. Creating Theme Booklets • Step 1: Plan • “brainstorm” (LEA) • assign tasks • wall calendar • Step 2: Create • visuals • text • Step 3: Design and Disseminate Thursday, March 21, 13
  • 10. Newcomer Booklets Explain common procedures, routines • school basics • sharpening a pencil • lockers • the library • community information • the emergency room • calling 911 Thursday, March 21, 13
  • 11. Fire Safety 911 by Mrs. B’s class Thursday, March 21, 13
  • 12. Fire Safety: 911 I am calling about a fire. It is at _______. It is in the _________ Thursday, March 21, 13
  • 13. Fire Hazard: Smoking Do not smoke in bed. Thursday, March 21, 13
  • 14. Mrs. J’s High School SLIFE Where is_? Thursday, March 21, 13
  • 15. This is the school library. It is Room 234. You return books here. It is on the second floor. Thursday, March 21, 13
  • 16. These are lockers. This is a lock. They are by Room 110. Thursday, March 21, 13
  • 21. brainstorm propose select new focus project Project-Based reflect & Learning identify evaluate share delegate implement Thursday, March 21, 13
  • 22. Interested in Our Work? websites: http://malpeducation.com http://malp.pbworks.com Books (University of Michigan Press): Meeting The Needs of Students with Limited or Interrupted Formal Education (2009) Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U. S. Secondary Schools (2011) Making the Transition: Culturally Responsive Teaching for Struggling Language Learners (Summer 2013) Thursday, March 21, 13