Community of learners in the USA Welcome to the Salad Bowl
From Turkey to the USA I am a part of this diversity
English is my second language
20 Years of Learning Experience
I really know what it means an ELL, ESL student, limited language proficient and HOW difficult it is
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.
9 Years of Teaching Experience
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.
Before finding the best method, we have to know WHO our students are and WHAT their needs and expectations are
Where are our learners from? Every corner of the planet
Why do they learn English?
Can I handle this diversity and teach them English?
Your Answer is SIOP (Sheltered Instruction Observation Protocol)
Our aim as teachers: To enhance students’ academic achievement
This is possible by using SIOP components and its strategies
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
Some activities for background building: KWL Charts: Students chart Pre-Reading Activities Using Symbols (Check marks, question marks, plus signs)
Student Journals Personal Dictionaries Making Predictions Key Vocabulary
3. Comprehensible Input Making instruction clear by using vocabulary students know and providing a variety of experiences
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)
Activities for Comprehensible Input Total Physical Response Vocabulary Cards Similar Words and Opposite Words Vocabulary Picture Puzzles Confusing Words Bulletin Boards
4. Student Strategies for Success Teaching learners specific strategies to use that increase comprehension
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
5. Interactions Student-to-Teacher and Student-to-Student
Strategies for enhancing different interaction patterns: Sufficient Wait Time Group Consensus Find Your Partner Academic Relays
6. Lesson Delivery Are you desperate for seeing students engaged %90 of the lesson?
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?
7. I T C A C R P E Application
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
8. Review and Assessment
To enable our learners to demonstrate mastery, we first need review. Review of vocabulary, language standards, and key concepts inevitably bring success.
To avoid frustration and failure of the students, we can do: Table Discussion Groups Simultaneous Roundtable Find a Person Who Knows Numbered Heads Together
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After learning about SIOP, and its strategies, my teaching has changed a lot: S I O P Speaking Listening Reading Writing
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
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:
THEY HAD NO IDEA ABOUT LESSON OBJECTIVES
THEY WERE USED TO BEING SPOONFED AND LACKED SELF-STUDY SKILLS
THE LESSONS WERE TEACHER-CENTERED
THERE WAS A LITTLE OPPORTUNITY FOR HANDS-ON PRACTICE
IT’S UP TO YOU…
You can create you dream learning and teaching atmosphere by using SIOP strategies.