SIOP Sheltered Instruction Observation Protocol Professional Development August 2011
What is SIOP? Sheltered Instruction Observation Protocol Purposeful teaching of the language...
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Transcript of What is SIOP? Sheltered Instruction Observation Protocol Purposeful teaching of the language...
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What is SIOP?
Sheltered Instruction Observation Protocol
Purposeful teaching of the language necessary for English Learners to understand content.
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SIOP: Sheltered Instruction Observation Protocol
SIOP consists of eight components and thirty indicators.
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The Eight Components of SIOP
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice / Application
7. Lesson Delivery
8. Indicators of Review / Assessment
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LESSON PREPARATION
Ensuring rigor and relevance
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Lesson Preparation
Objectives
Content Concepts
Supplementary Materials
Meaningful Activities
Adaptation of content
Content Objectives Language Objectives
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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.
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How can I lessen the gap?How can I differentiate?
Use supplementary materialsAdapt content
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Supplementary Materials
Support core curriculum
make content concepts “concrete”:
tangible, visible, understandableContextualize learning make it realSupport learning stylesSupport multiple intelligences
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Examples of supplementary materials:
hands-on manipulatives realia (real objects) pictures visuals multimedia demonstrations related literature adapted text
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Adaptation of Content to all levels of student proficiency by:
differentiating same content objective,
different input/output/process
scaffoldingadjusting content to various learning
styles and intelligences
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Meaningful Activities
Provide opportunities to experience what students are learning about
Allows students to be more successful by relating classroom experiences to their own lives
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BUILDING BACKGROUND
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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.
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Building Background
1) Link concepts to students’ background experiences.
2) Bridge past learning to new concepts.
3) Key vocabulary emphasized.
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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.
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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.
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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.
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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.
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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.
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COMPREHENSIBLE INPUT
What is Comprehensible Input?
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Objectives
Content
Participants will:
Explore techniques for presenting content information in ways that students can comprehend.
Review various ways to give directions and model academic tasks.
Language
Participants 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.
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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.
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STRATEGIES
The SIOP Model
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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.
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Metacognitive Strategies“thinking about thinking”
Predicting/InferringSelf-questioningMonitoring/ClarifyingEvaluatingSummarizingVisualizing
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Cognitive Strategies“active learning”
Previewing/Rereading Establishing a purpose for reading Making connections Reading aloud Highlighting Taking notes Mapping information Finding key vocabulary Mnemonics
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Social/Affective Strategies“interactive learning”
Interaction/questioningCooperative learningGroup discussion/self talki.e.. Think/Pair/Share
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INTERACTION
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The Interaction Component includes Four Items:
1. Interaction
2. Grouping Configurations
3. Wait Time for Student Responses
4. Clarify Key Concepts in L1
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Language Objectives
Use interaction to promote language development
Reduce teacher talk, and increase EL talk
Examine the role of native language
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Roles in the Group
1. Group recorder
2. Materials Collector
3. Reporter
4. Final Copy Scribe
5. Illustrator
6. Time keeper
7. Cheerleader
8. Facilitator / Monitor
9. Messenger
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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?
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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.
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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.
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Use of Native Language in the Classroom
Establish rules or expectations for native language (L1) use.
Clarification of key concepts in students’ L1 supports academic learning
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PRACTICE AND APPLICATION
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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)
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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.
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LESSON DELIVERY
THE SIOP MODEL
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LESSON DELIVERY FEATURES
Content Objectives should be clearly supported by the lesson delivery
Language Objectives should be clearly supported by the lesson delivery
Students should be engaged approximately 90-100% of the time during the lesson
Pacing of the lesson should be appropriate to the students’ ability level
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REVIEW OF LESSON FEATURE QUESTIONS
1. Is it necessary to tell objectives to the students ?
2. Is it a good idea to review the objectives at the end of each lesson ?
3. How do the objectives affect the pacing of a lesson ?
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REVIEW & ASSESSMENT
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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
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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?
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SIOP: Sheltered Instruction Observation Protocol
SIOP consists of eight components and thirty indicators.
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The Eight Components of SIOP
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice / Application
7. Lesson Delivery
8. Indicators of Review / Assessment