Breaking New Ground Teaching Students with Limited or Interrupted Formal Education in U. S. Secondary Schools

ISBN-10: 0472034529

ISBN-13: 9780472034529

Edition: 2010

Authors: Andrea DeCapua, Helaine W. Marshall

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Today's public schools are brimming with students who are not only new to English but who also have no schooling or a large break in their schooling. These students create unique challenges for teachers and administrators. Breaking New Ground builds on the introduction to SLIFE presented in Meeting the Needs of Students with Limited or Interrupted Schooling(University of Michigan Press, 2009). Breaking New Groundintroduces readers to and engages them in the implementation of an instructional model that has been developed over many years of working with SLIFE. Central to the instructional model and the practices presented in this book is the belief that teaching students with limited or interrupted education should in no way be considered remedial. This book provides a complete presentation of the MALP (Mutually Adaptive Learning Paradigm) instructional model from theory to practice and guides readers to reflect on each element of the model, learn why and how it is essential and effective, and determine how they can use it in their own teaching of SLIFE. Breaking New Groundoffers a new understanding of the SLIFE population, introduces a new instructional model, and teaches readers how to address the needs of their students using project-based learning infused with MALP.
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Book details

Copyright year: 2010
Publisher: University of Michigan Press
Publication date: 2/21/2011
Binding: Paperback
Pages: 160
Size: 7.00" wide x 10.00" long x 0.50" tall
Weight: 0.748
Language: English

Culture, Literacy, and Learning
What Is Culture?
Individualism versus Collectivism
Collectivistic Cultures
Individualistic Cultures
A Continuum-Not a Dichotomy
How Does Culture Influence Learning?
Formal Education
Pragmatic and Academic Ways of Thinking
Assumptions and Culturally Based Pedagogy
What Is Literacy?
SLIFE Achievement Gap or Cultural Dissonance?
For Further Exploration
Two Different Learning Paradigms
Conceptualizing a Learning Paradigm
Conditions for Learning in the Two Settings
Processes for Learning in the Two Settings
Activities for Learning in the Two Settings
Two Contrasting Learning Paradigms
For Further Exploration
An Introduction to MALP: The Mutually Adaptive Learning Paradigm
Addressing Cultural Dissonance
Establish and Maintain Communication
Identify Priorities
Build Associations
The Mutually Adaptive Learning Paradigm
Teachers Accept Students' Conditions for Learning
Students and Teachers Combine Processes for Learning from Both Paradigms
Students Learn New Classroom Activities
For Further Exploration
Infusing Lessons with MALP
Lesson Planning and Academic Task Objectives
Social Studies Scenario
Discussion of Christina's Lessons
Using the MALP Checklist
Math Scenario
Discussion of Rick's Lessons
For Further Exploration
Project-Based Learning
What Is Project-Based Learning?
Oral Interaction in the Classroom
What Is a Project and What Is Not?
Project-Based Learning and MALP
Accept Conditions for Learning
Combine Processes for Learning
Focus on New Activities for Learning
Implementing Project-Based Learning
Project-Based Learning and the Curriculum
For Further Exploration
Projects Targeting Academic Thinking
Why Target Academic Thinking?
Mapping Time
The Mystery Bag
For Further Exploration
Sample Project-Class Surveys
Why Class Surveys?
Introducing the Concept of Surveys
Select the Topic
Create and Organize the Questions
Conduct the Survey
Analyze and Quantify the Results
Draw Conclusions
Report on the Survey
Disseminate the Results
After the Survey-Following Up
For Further Exploration
Reflecting on MALP
Ms. Kempinski Makes the Journey
Revisiting Cultural Dissonance
Vuong Makes the Journey
Education Is Just the Beginning …
For Further Exploration
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