the siop model. sheltered instruction observation protocol purposeful teaching of the language...
TRANSCRIPT
LESSON DELIVERY
THE SIOP MODEL
What is SIOP?
Sheltered Instruction Observation Protocol
Purposeful teaching of the language necessary for English Learners to understand content.
SIOP: SHELTERED INSTRUCTION OBSERVATION PROTOCOL
SIOP consists of eight components and thirty indicators.
The Eight Components of SIOP
1. Lesson Preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice / Application7. Lesson Delivery8. Indicators of Review / Assessment
LESSON PREPARATIONEnsuring rigor and relevance
Objectives
Content ObjectivesParticipants will be able
to: Explain the importance
of including language and content objectives in lessons.
Adapt content to students’ proficiency levels.
Design and integrate meaningful activities into content areas.
Language Objectives
Participants will be able to:
Explain the importance of meaningful academic activities for all students
Lesson Preparation
Objectives
Content Concepts
Supplementary Materials
Meaningful Activities
Adaptation of content
Content Objectives Language Objectives
Why Language Objectives?
Academic achievement requires academic language proficiency.
Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas.
Academic language proficiency is developed through sustained content-based language instruction.
SIOP – ing a Lesson:
Write Content Objectives that: will be read by students, for students will be easy for students to understand are given orally and in writing are tied to a specific grade-level
content standard
SIOP-ing a Lesson
Write Language Objectives that: will be read by students, for students will be easy for students to understand are given orally and in writing are related to the tasks necessary to
master the content objective
HOW CAN I LESSEN THE GAP?
HOW CAN I DIFFERENTIATE?Use supplementary materials
Adapt content
Supplementary Materials
Support core curriculum
make content concepts “concrete”: tangible, visible, understandable
Contextualize learning make it real Support learning styles Support multiple intelligences
Examples of supplementary materials:
hands-on manipulatives realia (real objects) pictures visuals multimedia demonstrations related literature adapted text
Adaptation of Content to all levels of student proficiency by:
differentiating same content objective, different input/output/process scaffolding adjusting content to various
learning styles and intelligences
Examples of adaptation of content:
Graphic organizers Leveled study guides Highlighted text Taped text Rewrite text Jigsaw reading Marginal notes
Examples of adaptation of content:
Graphic organizers Leveled study guides Highlighted text Taped text Rewrite text Jigsaw reading Marginal notes
BUILDING BACKGROUND
Objectives
Content Recognize the
importance of connecting students’ personal experiences to lesson concepts.
Identify strategies for linking past learning with new information.
Language Examine text to
determine key vocabulary for students to learn.
Incorporate a variety of vocabulary development activities into lessons.
Building Background
1) Link concepts to students’ background experiences.
2) Bridge past learning to new concepts.
3) Key vocabulary emphasized.
1) Link Concepts to Students’ Background Experiences
Discuss students’ previous personal and academic experiences to help bridge meaning.
Question students’ backgrounds to preview an upcoming topic.
Following discussion, relate students’ input and directly apply it to the new concept.
Ways to Link Students’ Background
Realia (REAL OBJECTS), Photos, and Illustrations: Teachers and/or students bring in “real items” to bring the new concept to life.
Anecdotal Accounts: Teachers and students share personal experiences through oral, written or drawn explanations. Teacher may prompt through questioning.
2) Bridge Past Learning to New Concepts
Integrate new information with what the learner already knows.
Build a bridge from previous learning to new concepts for students to cross over.
Not all students have the ability to
make connections on their own and benefit from teacher’s explicitly modeling connections.
Ways to Bridge Past Learning to New Concepts
KWL Chart: Have students individually or as a class create a KWL chart to refer back to throughout the unit.
Questioning: Ask a simple question, “Who remembers what we did yesterday?” and solicit responses.
Student Journals: Have students write or draw what they have learned in a journal or notebook.
3) Key Vocabulary
The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation.
Students should be actively involved in their own vocabulary development and make it personal.
Students should be immersed in a vocabulary- rich environment.
Ways to Teach Key Vocabulary
Vocabulary Self-Selection: Encourage students to select vocabulary words that THEY feel are essential for their understanding.
Word Wall: Display vocabulary words related to the new concept being taught.
Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word.
COMPREHENSIBLE INPUT
What is Comprehensible Input?
Objectives
ContentParticipants will:Explore techniques for presenting content information in ways that students can comprehend.
Review various ways to give directions and model academic tasks.
LanguageParticipants will:Give examples of appropriate speech and demonstrate techniques to increase comprehension.
Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.
3 Features of Comprehensible Input
Clear explanation of academic tasks.
Speech appropriate for students’ proficiency level.
Variety of techniques used to make content concepts clear.
Objectives
ContentParticipants will:Explore techniques for presenting content information in ways that students can comprehend.
Review various ways to give directions and model academic tasks.
LanguageParticipants will:Give examples of appropriate speech and demonstrate techniques to increase comprehension.
Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.
STRATEGIESThe SIOP Model
Goals
Students will reach independence in the understanding and application of key concept(s)
Teachers will assist all students in becoming strategic thinkers who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.
Strategies
MetacognitiveThinking
About Thinking!
CognitiveActive
Learning!
Social/AffectiveInteractive Learning!
Questioning Techniques
Higher-OrderThinking!
ScaffoldingTechniques
Building Independence!
Metacognitive Strategies“thinking about thinking”
Predicting/Inferring Self-questioning Monitoring/Clarifying Evaluating Summarizing Visualizing
Cognitive Strategies“active learning”
Previewing/Rereading Establishing a purpose for reading Making connections Reading aloud Highlighting Taking notes Mapping information Finding key vocabulary Mnemonics
Social/Affective Strategies“interactive learning”
Interaction/questioning Cooperative learning Group discussion/self talk i.e.. Think/Pair/Share
Teacher Behaviors
The Big Picture Building
Background Self-Correcting Self-Evaluation Peer Interaction Imitation Native Language
Resources (Word to Word Dictionary)
Avoid: Focus on:
Lectures Long reading
assignments
Main Ideas
Essential Details
6-8 new words
Avoid: Focus on:
Assuming prior
knowledge Yes or no questions!
Discovering prior
knowledge Context
clues Relating
shared experiences
Avoid: Focus on:
Immediately correcting the
student
Wait time
Avoid: Focus on: Only grading
for correct answers
Journals (can be illustrated!) KWL Charts
Rubrics
Avoid: Focus on:
Always giving the answer
‘Phone a friend’, ‘poll the
audience’ Pairing
higher & lower level ELLs
Avoid: Focus on: Silent
classrooms Listen to the radio
Interviews Guest Speakers
Avoid: Focus on:
Assuming students will know how to
use their dictionaries
and glossaries
Clarification
Teaching students
when and how to use
these resources
A Model of Scaffolding
Teacher- Centered
Teacher-Assisted
Peer-Assisted
Student-Centered
Lecture Drill & Practice Role Playing Rehearsal Strategies(repeated readings)
Direct Instruction
Discovery Learning
Peer Tutoring Elaboration Strategies(imagery)
Demonstration Brainstorming Reciprocal Teaching
Organizational Strategies(graphic organizers)
Recitation Discussion Cooperative Learning
Strategies
Graphic Organizers
Comprehension Strategies
Rehearsal Strategies
GIST PENS SQP2RS Mnemonics
• Flash cards
• Underlining
• Note-taking
•Prediction
•Self-questioning
•Monitoring
•Determining importance
• Summarizing
• Summarization Process
• Main Idea
• Topic Sentences
Preview ideasExplore wordsNote words in a complete sentenceSee if the sentence is correct
Surveying (scanning the text)Questioning (teacher guided, students generate questions)Predicting (stating 1-3 things learned based on their questions)Reading (searching for answers and confirming predictions)Responding (answering questions and formulating new ones for the
next section)Summarizing (oral or written summary of key concepts)
A memory system often involving visualization and or acronymsPlease Excuse My Dear Aunt Sally
INTERACTION
The Interaction Component includes Four Items:
1. Interaction2. Grouping Configurations3. Wait Time for Student Responses4. Clarify Key Concepts in L1
Language Objectives
Use interaction to promote language development
Reduce teacher talk, and increase EL talk Examine the role of native language
Compare Your Ideas
Increases use of academic language
Improves quality of student talk
Encourages elaborated responses
Provides “oral rehearsal”
Helps individualize instruction
Encourages reluctant learners to participate
Allows for written interaction with dialogue journals
Promotes a positive social climate
Group Configurations
Individual work Partners Triads Small groups of four or five Whole group
Homogenous / Heterogeneous
Gender Language proficiency Language background Ability
How Group Members are Selected
Random Voluntary Teacher assigned
Roles in the Group
1. Group recorder
2. Materials Collector
3. Reporter4. Final Copy
Scribe5. Illustrator
6. Time keeper7. Cheerleader8. Facilitator /
Monitor 9. Messenger
Do You Give Students Wait Time?
Do you complete their sentences?
Do you call on a different student before the first student has a chance to respond?
Do you answer the question before the students?
Why Wait?
ELs need time to translate, often in their head.
Wait time varies by culture. ELs need additional time to formulate the
phrasing of their thoughts, because they are processing ideas in a new language.
Wait Time Strategies
Allow students to write down their answers while waiting for other students to respond.
Build in wait time, “On the count of 3 we will all respond.”
Use “50-50,” giving students a choice between two possible answers
Use “phone a friend,” allowing students to ask for help.
Content Objectives
How do interactive activities meet the needs of ELs?
Become familiar with different grouping patterns
Provide adequate wait time for ELs
Language Objectives
How does interaction promote language development?
Reduce teacher talk, and increase EL’s talk
PRACTICE AND APPLICATION
Content and Language Objectives
Identify and create a variety of ways for students to enhance their learning through hands-on practice and application connected to their experiences (Content)
Design activities that require integrated use of different language skills to practice new content knowledge (Language)
Think it over…
Why is using a variety of “hands-on” classroom activities important?
How are you using hands-on activities and manipulatives to enhance opportunities for English language learners to apply both language and content knowledge ?
Key Definitions:
“Practice” refers to the opportunities provided to English language learners to become familiar, analyze and/or experiment with content and language topics.
“Application” refers to the ways in which learners apply what they have learned in different contexts or situations.
Practice and Application:
Tools: Purpose: Hands-on materials and/or manipulatives
Language and content knowledge-rich activities
Language skills-integrated activities
For students to practice with new content knowledge
For students to apply learning in the
classroom
For students to develop reading, writing, listening and speaking skills
Self-Evaluation:
How do you integrate hands-on activities in your classes?
LESSON DELIVERY INDICATORS
METINDICATORS All objectives
clearly supported
Pacing is appropriate to ability level
Students engaged 90-100% of period
BARELY MET INDICATORS
All objectives somewhat supported
Pacing may be too fast or too slow for ability level
Students engaged 70% of periodNOT MET INDICATORS
All objectives are not supported Pacing is inappropriate for ability level Students engaged less than 50% of period
LESSON OBJECTIVES
CONTENT OBJECTIVES
Understand how to achieve the content language objectives that they set forth for their students
Observe and evaluate appropriate pacing strategies for ELLs
LANGUAGE OBJECTIVES
Discuss the issue of student engagement and the characteristics of an effective SIOP lesson
Read adapted teacher scenarios from SIOP manual
View, take notes and discuss a video clip focused on Lesson Delivery
OUTCOME SENTENCES
I feel …
I wonder …
I think …
I learned …
REVIEW & ASSESSMENT
Content Objectives
Obtain an overview of the Review/ Assessment component
Be able to select effective techniques for reviewing key content concepts and vocabulary.
Identify assessment techniques.
Explain how feedback can be valuable for student language development.
Use oral, written and physical means to provide specific feedback to students on their performance.
Language Objectives
Effective Teaching Cycle: Develop lesson (SIOP and Standards)
Teach lesson
Assess student comprehension and work
Review Key Concepts and Vocabulary
Make adjustments and improve student comprehension
Reteach content
Review/ Assessment Overview:
Who uses Review/ Assessment and why?
When does Review/ Assessment occur?
What are some
types of Assessment?
Review Activities:
Thumbs Up-Thumbs Down
Number Wheels Find Someone
Who Simultaneous
Roundtable Share Bear Find the Fib Response Boards
Word Story Books
Numbered Heads Together
Sign in Please Outcome
Sentences Restate
Student's Response
Kinesthetic
Discussion Question:What other Review Activities do you use in class?
Assessment Modification Tips:
Give students objective tests (matching, multiple choice, T or F) instead of subjective tests (essays).
Provide extra testing instructions or rephrase directions.
Test key concepts or main ideas (not specific points).
Make a simplified language test.
Supply ELs with word banks for tests.
Reduce the number of test responses.
Simplify test directions.
Assess ELs on their effort to understand content area material at their level of language ability.
Provide highlighted tests.
Authentic Assessment:
Creative work (drawing, charades)
Portfolios Journals Student/Parent
Interviews
Projects Observations Written Pieces Oral response
(after teacher) Audiotapes
Discussion Question:What types of Authentic Assessment do you use in class?