1. CENTRO PROVINCIALE ISTRUZIONE PER ADULTI C. P. I. A
CENTRO PROVINCIALE ISTRUZIONE PER ADULTI C.P.I. A. MONTAGNA - CASTEL DI CASIO (BO)
Improvement of adult educators’ competence for the quality of adult learning
Working with SLIFE
Day 5, CPIA Montagna, Castel di Casio,
with Matilde Grünhage-Monetti

2. Sveikas sugrįžęs– Bentornate, Bentornati – Welcome back

3. Programme Looking back at Bologna
Major challenges in working with SLIFE
MALP: Mutually Adaptive Learning Paradigm
Recap and feedback
The danger of a single story

4. Working with SLIFE
Keep this question in mind during the following short recap on SLIFE. According to your own work and/or what you have experienced these days, what are the major challenges with working with SLIFE? Students with no, Limited or Interrupted Formal Education?

5. Aknowledgement
The following slides are taken or adapted from a power point presentation by Dr. Andrea DeCapua, 2015 mapleeducation.com andreadecapua.com

6. No, interrupted, limited formal education
SLIFE
NON SLIFE
No, interrupted, limited formal education
Appropriate grade-level education
No / low literacy
Age-appropriate L1 literacy
Missing grade-level content knowledge
Grade-level content knowledge
Unfamiliar with doing school
Identity as learner
New to print and to academic, decontextualised tasks
Students are familiar with and prepared to engage in literacy-based, school-related tasks.
Members of social networks, family, community, etc.
Students are or will develop into independent learners, responsible for their own classwork, and performance on assessments.
Learning by doing and/or watching a more experienced person
The role of education is to prepare students for life after school.
Adaptiert aus MALP

7. Three underlying cultural differences
Oral transmission / written word
Collectivism / individualism
Informal ways of learning / formal
education

8. What do we see with which glsses?
With the glasses of
formal education we see
deficits
of culture we see
cultural dissonance
With bifocal glasses we can see both and avoid
„The danger of a single story“.

9. Intercultural Communication Framework (ICF)
Establish and maintain an ongoing two-way relationship
Identify priorities in both cultures
Make associations between the strange
and the familiar
©2015 MALP, LLC malpeducation.com

10. Balance familiar and unfamiliar schemata in conducting the activity
If tasks new, then native language or highly contextualized every day target language.
If content is new, then native language or highly contextualized every day target language.
If the focus is language, then concepts and
tasks familiar and easily accessible to the learner.
©2015 MALP, LLC malpeducation.com

11. Needs of SLIFE Develop basic literacy skills
Learn basic and grade-level subject area
concepts
Adapt to cultural differences in learning and teaching
Acquire academic ways of thinking
©2015 MALP, LLC malpeducation.com

12. Some Common Assumptions of Formal Education
Students are or will develop into independent
learners, responsible for their own classwork, and
performance on assessments.
Students are familiar with and prepared to engage in literacy-based, school-related tasks.
The role of education is to prepare students for life
after school.
©2015 MALP, LLC malpeducation.com

13. Three underlying cultural differences
Oral transmission / written word
Collectivism / individualism
Informal ways of learning / formal
education
©2015 MALP, LLC malpeducation.com

14. Through the culture glasses: collectivism and individualism

15. What do we see with which glsses?
With the glasses of
formal education we see
deficits
of culture we see
cultural dissonance
(adapted from DeCapua)
With bifocal glasses we can see both and avoid
„The danger of a single story“.

16. Two Different Learning Paradigms
Aspects of learning
SLIFE Formal Education
Conditions
Immediate relevance Future relevance
Interconnectedness Independence
Processes
Shared responsibility Individual accountability
Oral transmission Written word
Activities
Pragmatic tasks Academic tasks
based on based on
sociocultural experience academic thinking
©2015 MALP, LLC malpeducation.com

17. Working with SLIFE
Discuss in groups and visualise your results According to your own work and/or what you have experienced these days, what are the major challenges with working with SLIFE? Students with no, Limited or Interrupted Formal Education? Present and discuss in plenary

18. Mutually Adaptive Learning Paradigm® MALP®
Instructional Model
Elements from students’ learning paradigm
Elements from formal educational learning
paradigm
Transitional approach to developing identity as learner
©2015 MALP, LLC malpeducation.com

19. Mutually Adaptive Learning Paradigm® MALP®
SLIFE
Formal education
Immediate relevance
Interconnectedness
Future relevance
Independence
ACCEPT SLIFE
CONDITIONS
Shared responsibility Individual accountability
with
Oral transmission Written word
COMBINE SLIFE
& School
PROCESSES
FOCUS on school
ACTIVITIES with
familiar language
& content
Pragmatic tasks
Academic tasks

20. Project-based Learning
Students work collaboratively to produce
a final product
Learner-centered vs.
teacher-centered
©2015 MALP, LLC malpeducation.com

21. From a MALP perspective: Project-based Learning
provides immediate relevance
fosters a sense of interconnectedness
allows for both shared responsibility and
individual accountability
integrates oral transmission with print and
develops academic ways of thinking
Ask Alessandro & Alessandra for an example …
©2015 MALP, LLC malpeducation.com

22. MALPTeacher Planning Checklist©
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 with familiar language and content.
Available on: malpeducation.com

23. The danger of a single story by Chimamanda Ngozi Adichie

24. Feedback from four points of view
The farmers
take stock of the crop.
2. The uncles and the aunts
point out what did not work so well, what should be improved, what they did not like.
3. The pearl-fishers
„dive“ into the process again looking for the glossiest pearl of the whole event.
4. The sybils
look into the future and make predictions, how things could develop, make plans…

25. From theory to practice
Afternoon meeting with Alessando Borry and Alessandra
Lamboglia, teaches and researchers of literacy 2
Where: in CPIA
When: 15:00-17:00 with a surprise
And now: Buon appetito in La Veranda