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Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
Sen Gucuk, Muge project 1
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Sen Gucuk, Muge project 1

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Transcript

  • 1. Community of learners in the USA
    Welcome to the Salad Bowl
  • 2.
  • 3. From Turkey to the USA
    I am a part of this diversity
  • 4. English
    is
    my second language
  • 5. 20 Years of Learning Experience
  • 6. I really know what it means an
    ELL, ESL student, limited language proficient and HOW difficult it is
  • 7. What if I mispronounce
    II don’t understand
    Boring! Why are we learning this
    Should I raise my hand
    The teacher talks all the time
    How can I use this in real life?
    I hate sitting at my desk for 50 minutes.
  • 8. 9 Years of Teaching Experience
  • 9. I know how frustrating it can be to teach English as a second language and to deal with the diversity of students in this country.
    We always look for the best method to use to increase our students academic success.
  • 10. Before finding the best method,
    we have to know
    WHO our students are
    and
    WHAT their needs and expectations are
  • 11. Where are our learners from?
    Every corner of the planet
  • 12. Why
    do they learn
    English?
  • 13. TO SURVIVE
  • 14. Can I handle this diversity and teach them English?
  • 15. YES
  • 16. Your Answer is
    SIOP
    (Sheltered Instruction Observation Protocol)
  • 17. Our aim as teachers:
    To enhance students’ academic achievement
  • 18. This is possible by using SIOP components
    and its strategies
  • 19. 1. Preparation
  • 20. 2. Building Background
    By making purposeful connections to prior learning,
    teaching the most important vocabulary, trying to connect the content to something the student may have already experienced
  • 21. Some activities for background building:
    KWL Charts:
    Students chart
    Pre-Reading Activities
    Using Symbols (Check marks, question marks,
    plus signs)
  • 22. Student Journals
    Personal Dictionaries
    Making Predictions
    Key Vocabulary
  • 23. 3. Comprehensible Input
    Making instruction clear by using vocabulary students know and providing a variety of experiences
  • 24. This component traces back to Krashen’s ‘Second Language Acquisition’ theory:
    Krashen suggests that natural comprehensible input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence.
    (Krashen, 2003)
  • 25. Activities for Comprehensible Input
    Total Physical Response
    Vocabulary Cards
    Similar Words and Opposite Words
    Vocabulary Picture Puzzles
    Confusing Words Bulletin Boards
  • 26. 4. Student Strategies for Success
    Teaching learners specific strategies to use that increase comprehension
  • 27. Some of these strategies are:
    Survey, Question, Read, Review, Recite (SQRRR)
    Questions in a Can
    Gallery Walks
    Split Page Note Taking
    Similarities and Differences Using a Venn Diagram
  • 28. 5. Interactions
    Student-to-Teacher and Student-to-Student
  • 29. Strategies for enhancing different interaction patterns:
    Sufficient Wait Time
    Group Consensus
    Find Your Partner
    Academic Relays
  • 30. 6. Lesson Delivery
    Are you desperate for seeing students engaged %90 of the lesson?
  • 31. It is not so difficult. Here are some tips:
    Heading into Questions                                    
    Chunk and Chew                                                         
    Magic Buttons                                                 
    Procedural Knowledge                        
    Response Cards                                              
    Secret Answer                                                 
    Take Your Corners                                         
    What Do You Know?   
  • 32. 7.
    I
    T
    C
    A
    C
    R
    P
    E
    Application
  • 33. Our learners need hands-on materials, opportunities to practice and integrate language skills by using:
    Bingo
    Graphic Organizers
    Compare and Contrast
    Fishbone Diagram
    Concept Webs
    Pizza Pieces
    Vocabulary Games
    Pyramid Game
  • 34. 8. Review and Assessment
  • 35. To enable our learners to demonstrate mastery, we first need review. Review of vocabulary, language standards, and key concepts inevitably bring success.
  • 36. To avoid frustration and failure of the students, we can do:
    Table Discussion Groups
    Simultaneous Roundtable
    Find a Person Who Knows
    Numbered Heads Together      
                                            
    Sign in, Please   
                                                 
    Response Boards                                            
  • 37. After learning about SIOP, and its strategies, my teaching has changed a lot:
    S
    I
    O
    P
    Speaking
    Listening
    Reading
    Writing
  • 38. My dream was having a class full of students
    eager to participate in the lessons,
    highly motivated,
    risk takers,
    autonomous learners,
    and able to integrate the language skills and
    use them in real life situations
  • 39. Once I had a class who kept on asking why they were learning English, and they did everything possible to avoid participating in the lessons.
    Now I can understand the reason behind their unwillingness:
  • 40. THEY HAD NO IDEA ABOUT LESSON OBJECTIVES
  • 41. THEY WERE USED TO BEING SPOONFED
    AND LACKED SELF-STUDY SKILLS
  • 42. THE LESSONS WERE TEACHER-CENTERED
  • 43. THERE WAS A LITTLE OPPORTUNITY FOR HANDS-ON PRACTICE
  • 44. IT’S UP TO YOU…
  • 45. You can create you dream learning and teaching atmosphere
    by using SIOP strategies.

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