Jornadas de CLIL Universidad de Córdoba SIOP: Methodology for Content Based Instruction Teresa V. Gerdes

Welcome! Together we will have a look at: ◦ The origins and theory behind the SIOP model. ◦ The 8 SIOP steps and techniques that support the model. ◦ Questions and comments

Together we will have a look at:

◦ The origins and theory behind

the SIOP model.

◦ The 8 SIOP steps and techniques that

support the model.

◦ Questions and comments

CLIL and Content Based Instruction CLIL : C ontent L anguage I ntegrated L earning is an umbrella approach to the teaching of other subjects in English. Content Based Instruction like CLIL, is an umbrella approach, but is the term used in North America . Do you agree with these statements? Think – Pair - Share

CLIL : C ontent L anguage I ntegrated L earning

is an umbrella approach to the teaching of other

subjects in English.

Content Based Instruction like CLIL, is an umbrella

approach, but is the term used in North America .

Do you agree with these statements?

Think – Pair - Share

Think – Pair - Share Think – Pair – Share is a cooperative learning technique. Like pair work, it promotes collaborative interaction and reflection, but it adds think time to the process.

Think – Pair – Share

is a cooperative learning

technique. Like pair work,

it promotes collaborative

interaction and reflection,

but it adds think time to

the process.

Think – Pair - Share ◦ Why do you suppose it is important to add “ think time ” when asking students to interact in pairs? ◦ Think – Pair – Share

◦ Why do you suppose it is important to add “ think time ” when asking students to interact in pairs?

◦ Think – Pair – Share

Think – Pair - Share Think – Pair – Share is also a a powerful alternative to the traditional way that we teachers, ask our students questions. Think – Pair – Share engages all students in active learning, not just the ones who know the answer!

Think – Pair – Share

is also a a powerful

alternative to the traditional

way that we teachers, ask

our students questions.

Think – Pair – Share

engages all students in

active learning, not just the

ones who know the answer!

What is SIOP? ◦ SIOP stands for: S heltered I nstruction O bservation P rotocol

◦ SIOP stands for:

S heltered

I nstruction

O bservation

P rotocol

SIOP The model was developed in a 7-year national research project (1996-2003) sponsored by the Center for Research on Education, Diversity & Excellence (CREDE) at the University of California at Berkley.

The model was developed in

a 7-year national research

project (1996-2003) sponsored by

the Center for Research on

Education, Diversity & Excellence

(CREDE) at the University

of California at Berkley.

SIOP ◦ SIOP is an eight step model that gives teachers the tools to implement CLIL teaching effectively. ◦ Some aspects of the SIOP model are incredibly simple, yet at the same time very powerful and easy to incorporate.

◦ SIOP is an eight step model that gives

teachers the tools to implement CLIL

teaching effectively.

◦ Some aspects of the SIOP model are incredibly simple, yet at the same time very powerful and easy to incorporate.

CREDE’s philosophy ◦ All children can learn. ◦ Children learn best when challenged by high standards. ◦ English proficiency is an attainable goal for all students. ◦ Bilingual proficiency is desirable for all students. ◦ Language and cultural diversity can be assets for teaching and learning.

◦ All children can learn.

◦ Children learn best when

challenged by high standards.

◦ English proficiency is an attainable goal for all students.

◦ Bilingual proficiency is desirable for all students.

◦ Language and cultural diversity can be assets for teaching and learning.

CREDE’s philosophy ◦ Teaching and learning must accommodate individuals. ◦ Schools can mitigate risk factors by teaching social and learning skills. ◦ Solutions to risk factors must be grounded in a valid general theory of developmental, teaching, and schooling processes.

◦ Teaching and learning

must accommodate individuals.

◦ Schools can mitigate risk factors by teaching social and learning skills.

◦ Solutions to risk factors must be grounded in a valid general theory of developmental, teaching, and schooling processes.

SIOP ◦ SIOP is used extensively in North America and is becoming increasingly popular in Spain . ◦ SIOP can be applied to any CLIL/Content Based instructional setting, in any country, or in any linguistic situation.

◦ SIOP is used extensively in North America and is becoming increasingly popular in Spain .

◦ SIOP can be applied to any CLIL/Content Based instructional setting, in any country, or in any linguistic situation.

Theoretical Influences ◦ SIOP fuses techniques and strategies that promote both acquisition and learning. ◦ Krashen’s Language Acquisition Theory ◦ BICS and CALPS – Jim Cummins

◦ SIOP fuses techniques and strategies

that promote both acquisition and learning.

◦ Krashen’s Language Acquisition Theory

◦ BICS and CALPS – Jim Cummins

BICS and CALPS Dr. Jim Cummins ◦ BICS : B asic I nterpersonal C ommunicative S kills - everyday language ◦ CALPS : C ognitive A cademic L anguage P roficiency - academic language

◦ BICS : B asic I nterpersonal C ommunicative

S kills - everyday language

◦ CALPS : C ognitive A cademic L anguage

P roficiency - academic language

The SIOP model 1. Lesson preparation 2. Building background 3. Comprehensible input 4. Strategies 5. Interaction 6. Practice/application 7. Lesson delivery 8. Review and assessment

1. Lesson preparation

2. Building background

3. Comprehensible input

4. Strategies

5. Interaction

6. Practice/application

7. Lesson delivery

8. Review and assessment

Lesson Preparation ◦ Set content and language objectives. ◦ Assess whether the main material needs to be adjusted. ◦ Prepare supplementary material. ◦ Identify key vocabulary. ◦ Why do you suppose SIOP promotes differentiating content and language objectives?

◦ Set content and language objectives.

◦ Assess whether the main material needs to be adjusted.

◦ Prepare supplementary material.

◦ Identify key vocabulary.

◦ Why do you suppose SIOP promotes differentiating content and language objectives?

Lesson Preparation: Setting objectives Content Objectives: Students will identify five types of vertebrates and three characteristics for each. Language Objectives : Students will name the different types of vertebrate and use key vocabulary to talk about their characteristics.

Content Objectives: Students will identify five

types of vertebrates and three characteristics for

each.

Language Objectives : Students will name the

different types of vertebrate and use key

vocabulary to talk about their characteristics.

Lesson Preparation Key Vocabulary This vertebrate is a _________________. They are ____________________animals. Their bodies are covered with __________. They breathe through their _____

This vertebrate is a _________________.

They are ____________________animals.

Their bodies are covered with __________.

They breathe through their _____

Sharing objectives ◦ Read or talk about content and language objectives with your class. ◦ Create a routine in which students talk about what they are going to learn. ◦ Why should we share objectives with our students?

◦ Read or talk about content and language

objectives with your class.

◦ Create a routine in which students talk about what they are going to learn.

◦ Why should we share objectives with our students?

Lesson Preparation: Adjusting material ◦ Textbooks are written for a general audience. Material must be linguistically, cognitively and developmentally appropriate. Adjust if necessary–you know your students!

◦ Textbooks are written for a general audience.

Material must be linguistically, cognitively and

developmentally appropriate.

Adjust if necessary–you know your students!

Supplementary Material

Lesson Preparation: Key Vocabulary Lungs Lungs Lungs Lungs and skin Gills They breathe through their: Feathers Fur or hair Scales (Turtles– shell) Moist, smooth skin Scales Body is covered with: Oviparous Viviparious Oviparous Oviparous Oviparous Oviparous or Viviparous Birds Mammals Reptiles Amphibians Fish Type of Vertebrate

Building Background ◦ Begin with a warm-up activity in order to link prior learning. ◦ Motivation: Find something that will capture their attention and will introduce the lesson.

◦ Begin with a warm-up activity in order to link prior learning.

◦ Motivation: Find something that will capture their attention and will introduce the lesson.

Building background Oviparous or Viviparous? O – Oviparous V - Viviparous

Oviparous or Viviparous?

O – Oviparous

V - Viviparous

Oviparous or Vivaparous?

Venn diagram How is an Animal Different From a Plant?

How is an Animal Different From a Plant?

Other ways to motivate and Build Background Igniting their interest:

Igniting their interest:

Ways to Begin Igniting Their Interest Show and Tell Personalising Content A Game Real Objects A Poem or Chant A Song A Story

Comprehensible Input If students don’t understand what we’re saying during lesson delivering, students won’t learn. Is this our responsibility? The use of images, gesture, clear speech and visuals facilitate comprehensible input.

If students don’t understand

what we’re saying during lesson

delivering, students won’t learn.

Is this our responsibility?

The use of images, gesture, clear

speech and visuals facilitate

comprehensible input.

Strategies Teachers need to use the following strategies: ◦ Metacognitive ◦ Cognitive ◦ Social / Affective

Teachers need to use the following strategies:

◦ Metacognitive

◦ Cognitive

◦ Social / Affective

What is Metacognition? ◦ Helping students become aware of their own particular learning process and helping them become more autonomous learners. ◦ Teaching students how to ask appropriate questions, mnemonics etc. so that it becomes automatic.

◦ Helping students become aware of their own particular learning process and helping them become more autonomous learners.

◦ Teaching students how to ask appropriate questions, mnemonics etc. so that it becomes automatic.

An example of a mnemonic device Easy recall of the five types of vertebrates FARM B – The backbone farm!

Easy recall of the five types of vertebrates

FARM B – The backbone farm!

Fish

Amphibians

Reptiles

Mammals

Birds

Cognitive Strategies ◦ Graphic organizers ◦ Comprehension strategies ◦ Teaching students how to ask appropriate questions. All strategies should be modelled first and appropriate scaffolding should be provided when necessary.

◦ Graphic organizers

◦ Comprehension strategies

◦ Teaching students how to ask appropriate questions.

All strategies should be modelled first and appropriate scaffolding should be provided

when necessary.

Vertebrate grahpic organizer Lungs Lungs Lungs Lungs and skin Gills They breathe through their: Feathers Fur or hair Scales (Turtles– shell) Moist, smooth skin Scales Body is covered with: Oviparous Viviparious Oviparous Oviparous Oviparous Oviparous or Viviparous Birds Mammals Reptiles Amphibians Fish Type of Vertebrate

Social/Affective Strategies ◦ Learning is enhanced when students are given opportunities to interact in different group settings. ◦ Cooperative learning is a positive way to promote oral language development and it also promotes a sense of group. ◦ Krashen’s affective filter.

◦ Learning is enhanced when students are given opportunities to interact in different group settings.

◦ Cooperative learning is a positive way to promote oral language development and it also promotes a sense of group.

◦ Krashen’s affective filter.

Krashen’s Affective Filter The affective filter is an imaginary wall that is placed between a learner and language input

The affective filter is an imaginary wall that is

placed between a learner and language input

The Affective Filter If the filter is on the learner is blocking input. The filter turns on when : anxiety is high self-esteem is low motivation is low there is little or no comprehensible input from the teacher or subject being taught.

If the filter is on the learner is blocking input.

The filter turns on when :

anxiety is high

self-esteem is low

motivation is low

there is little or no comprehensible input

from the teacher or subject being taught.

Interaction Teacher /student interaction Student / student interaction in multiple grouping situations Quality interaction between the teacher and students is key for oral language development.

Teacher /student interaction

Student / student interaction in multiple

grouping situations

Quality interaction between the teacher and

students is key for oral language development.

Vertebrate graphic organizer Lungs Lungs Lungs Lungs and skin Gills They breathe through their: Feathers Fur or hair Scales (Turtles– shell) Moist, smooth skin Scales Body is covered with: Oviparous Viviparious Oviparous Oviparous Oviparous Oviparous or Viviparous Birds Mammals Reptiles Amphibians Fish Type of Vertebrate

Practice and Application ◦ Students need hands on activities and sufficient time that will allow them to apply language and content objectives. ◦ Vertebrate flashcards

◦ Students need hands on activities and sufficient time

that will allow them to apply language and content

objectives.

◦ Vertebrate flashcards

Key Vocabulary This vertebrate is a ___________. They are ___________animals. Their bodies are covered with__________ . They breathe through their _________.

This vertebrate is a ___________.

They are ___________animals.

Their bodies are covered with__________ .

They breathe through their _________.

Lesson Delivery How is the lessson delivered? ◦ Does it support language and content objectives? ◦ Are students engaged 90% – 100% of the time? ◦ Is the pacing of the lesson appropriate for language learners?

How is the lessson delivered?

◦ Does it support language and content objectives?

◦ Are students engaged 90% – 100% of the time?

◦ Is the pacing of the lesson appropriate for language learners?

Review and Assessment ◦ Review: Students need the opportunity to demonstrate what they know – “Active Summarizations” are beneficial in recapping the main points. ◦ Assessment: Observations, quizzes, group or individual projects and tests. SIOP promotes the use of portfolios. It is important to keep in mind content and language objectives when assessing.

◦ Review: Students need the opportunity to demonstrate what they know – “Active Summarizations” are beneficial in recapping the main points.

◦ Assessment: Observations, quizzes, group or individual projects and tests.

SIOP promotes the use of portfolios.

It is important to keep in mind content and language objectives when assessing.

“ Wrap Up” Wrap Up: The lesson comes full circle and the teacher refers back to the content and language objectives. This promotes a sense of completion, a sense of group and promotes learner autonomy.

Wrap Up: The lesson comes full circle and the teacher refers back to the content and language objectives. This promotes a sense of completion, a sense of group and promotes learner autonomy.

Questions and comments ◦ Time to talk ◦ “ Wrap Up”

◦ Time to talk

◦ “ Wrap Up”

“ Wrap Up” ◦ The origins and theory behind the SIOP model. ◦ The 8 SIOP steps and techniques that support the model. ◦ Questions and comments

◦ The origins and theory behind

the SIOP model.

◦ The 8 SIOP steps and techniques that

support the model.

◦ Questions and comments

Thank you! Thank you for your participation, enjoy the conference and happy teaching! And a special thanks to the organizers of the conference!

Thank you for your participation, enjoy the conference and happy teaching!

And a special thanks to the organizers of the conference!