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Siop presentation schnee


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Siop presentation schnee

  1. 1. SIOP ® Model Components <ul><li>Preparation </li></ul><ul><li>Building Background </li></ul><ul><li>Comprehensible Input </li></ul><ul><li>Strategies </li></ul><ul><li>Interaction </li></ul><ul><li>Practice </li></ul><ul><li>Lesson Delivery </li></ul><ul><li>Assessment </li></ul>adapted from:
  2. 2. Objectives <ul><li>Participants will: </li></ul><ul><ul><li>Explore how the SIOP Model is more than just good teaching </li></ul></ul><ul><ul><li>Be able to incorporate SIOP approaches and strategies into lesson preparation and delivery </li></ul></ul><ul><li>Participants will: </li></ul><ul><ul><li>Compare and contrast SIOP and best teaching practices verbally </li></ul></ul><ul><ul><li>Write notes on strategy components they can use in their classrooms </li></ul></ul>adapted from: Content Objectives Language Objectives
  3. 3. SIOPing a Lesson: adapted from: <ul><li>Write Content and Language Objectives that: </li></ul><ul><li>will be read by students, for students </li></ul><ul><li>will be easy for students to understand </li></ul><ul><li>are given orally and in writing </li></ul><ul><li>are related to the tasks necessary to master the content objective </li></ul>
  4. 4. SIOP ® Model Components <ul><li>Preparation </li></ul><ul><li>Building Background </li></ul><ul><li>Comprehensible Input </li></ul><ul><li>Strategies </li></ul><ul><li>Interaction </li></ul><ul><li>Practice </li></ul><ul><li>Lesson Delivery </li></ul><ul><li>Assessment </li></ul>adapted from:
  5. 5. Building Background <ul><li>Link concepts to students’ background experiences. </li></ul><ul><li>Bridge past learning to new concepts. </li></ul><ul><li>Emphasize key vocabulary. </li></ul>adapted from:
  6. 6. Multiple Meanings <ul><li>What subject area might you find these words used with different meanings? </li></ul><ul><li>What can the teacher do to help clarify content-specific vocabulary? </li></ul>adapted from: Face Tree Cone Plane
  7. 7. How many ways can you say… adapted from: + - X  add subtract multiply divide plus minus times quotient and less product over together few a factor gozinta combine take away by
  8. 8. Math <ul><li>4 divided into 2= </li></ul><ul><li>4 divided by 2= </li></ul>adapted from: or English Problem
  9. 9. adapted from: <ul><li>Let students create a Picture Dictionary. </li></ul><ul><li>Post new vocabulary words. </li></ul><ul><li>Make students accountable for vocabulary!! </li></ul><ul><li>Pre-teach, Point Out, Practice,& Perpetuate </li></ul>Teach KEY Vocabulary
  10. 10. Create and USE Word Walls adapted from:
  11. 11. Add pictures adapted from:
  12. 12. Focus on root words adapted from:
  13. 13. Put it in a public place! adapted from:
  14. 14. SIOP ® Model Components <ul><li>Preparation </li></ul><ul><li>Building Background </li></ul><ul><li>Comprehensible Input </li></ul><ul><li>Strategies </li></ul><ul><li>Interaction </li></ul><ul><li>Practice </li></ul><ul><li>Lesson Delivery </li></ul><ul><li>Assessment </li></ul>adapted from:
  15. 15. 3 Features of Comprehensible Input <ul><li>Clear explanation of academic tasks. </li></ul><ul><li>Speech appropriate for students’ proficiency level. </li></ul><ul><li>Variety of techniques used to make content concepts clear. </li></ul>adapted from:
  16. 16. Modify Text adapted from: <ul><li>Rewrite key passages </li></ul><ul><li>Delete unnecessary information </li></ul><ul><li>Use audio versions of text </li></ul>
  17. 17. <ul><li>Mark important concepts on worksheets and notes. </li></ul><ul><li>Teach Highlighting/Underlining </li></ul><ul><li>Use sticky notes </li></ul><ul><li>on texts, novels, etc. </li></ul>Modify Text adapted from:
  18. 18. SIOP ® Model Components <ul><li>Preparation </li></ul><ul><li>Building Background </li></ul><ul><li>Comprehensible Input </li></ul><ul><li>Strategies </li></ul><ul><li>Interaction </li></ul><ul><li>Practice </li></ul><ul><li>Lesson Delivery </li></ul><ul><li>Assessment </li></ul>adapted from:
  19. 19. adapted from: Learning Strategies Metacognitive Thinking About Thinking! Cognitive Active Learning! Social/Affective Interactive Learning! Questioning Techniques Higher-Order Thinking! Scaffolding Techniques Building Independence!
  20. 20. Metacognitive Strategies “thinking about thinking” <ul><li>GIST </li></ul><ul><li>Rehearsal Strategies </li></ul><ul><li>Graphic Organizers </li></ul><ul><li>Comprehension Strategies: </li></ul><ul><ul><li>Prediction </li></ul></ul><ul><ul><li>Self Questioning </li></ul></ul><ul><ul><li>Monitoring </li></ul></ul><ul><ul><li>Determining Importance </li></ul></ul><ul><ul><li>Summarizing </li></ul></ul>adapted from:
  21. 21. Metacognitive Strategies “thinking about thinking” <ul><li>Predicting/Inferring </li></ul><ul><li>Self-questioning </li></ul><ul><li>Monitoring/Clarifying </li></ul><ul><li>Evaluating </li></ul><ul><li>Summarizing </li></ul><ul><li>Visualizing </li></ul>adapted from:
  22. 22. Cognitive Strategies “active learning” <ul><li>Previewing/Rereading </li></ul><ul><li>Establishing a purpose for reading </li></ul><ul><li>Making connections </li></ul><ul><li>Reading aloud </li></ul><ul><li>Highlighting </li></ul><ul><li>Taking notes </li></ul><ul><li>Mapping information </li></ul><ul><li>Finding key vocabulary </li></ul><ul><li>Mnemonics </li></ul>adapted from:
  23. 23. SQP2RS adapted from:
  24. 24. Scaffolding Techniques <ul><li>Paraphrasing </li></ul><ul><li>Using “think-alouds” </li></ul><ul><li>Reinforcing Contextual definitions </li></ul>adapted from:
  25. 25. Social/Affective Strategies “interactive learning” <ul><li>Interaction/questioning </li></ul><ul><li>Cooperative learning </li></ul><ul><li>Group discussion/self talk </li></ul><ul><li>i.e.. Think/Pair/Share </li></ul>adapted from:
  26. 26. SIOP ® Model Components <ul><li>Preparation </li></ul><ul><li>Building Background </li></ul><ul><li>Comprehensible Input </li></ul><ul><li>Strategies </li></ul><ul><li>Interaction </li></ul><ul><li>Practice </li></ul><ul><li>Lesson Delivery </li></ul><ul><li>Assessment </li></ul>adapted from:
  27. 27. adapted from: Interaction Offer frequent opportunities for interaction Use a variety of grouping configuration Use wait time Use native language support when necessary Jigsaw and Think-Pair-Share are very powerful for the language learner
  28. 28. SIOP ® Model Components <ul><li>Preparation </li></ul><ul><li>Building Background </li></ul><ul><li>Comprehensible Input </li></ul><ul><li>Strategies </li></ul><ul><li>Interaction </li></ul><ul><li>Practice </li></ul><ul><li>Lesson Delivery </li></ul><ul><li>Assessment </li></ul>adapted from:
  29. 29. Practice <ul><li>Provide practice opportunities for students to apply content and language objectives </li></ul><ul><li>Use hands-on activities, manipulatives </li></ul><ul><li>Integrate reading, writing, speaking, and listening </li></ul>adapted from:
  30. 30. SIOP ® Model Components <ul><li>Preparation </li></ul><ul><li>Building Background </li></ul><ul><li>Comprehensible Input </li></ul><ul><li>Strategies </li></ul><ul><li>Interaction </li></ul><ul><li>Practice </li></ul><ul><li>Lesson Delivery </li></ul><ul><li>Assessment </li></ul>adapted from:
  31. 31. adapted from: Lesson Delivery Content objectives covered Appropriate pacing Language objectives covered Student Engagement/Active participation 90% of the time
  32. 32. SIOP ® Model Components <ul><li>Preparation </li></ul><ul><li>Building Background </li></ul><ul><li>Comprehensible Input </li></ul><ul><li>Strategies </li></ul><ul><li>Interaction </li></ul><ul><li>Practice </li></ul><ul><li>Lesson Delivery </li></ul><ul><li>Review/Assessment </li></ul>adapted from:
  33. 33. Assessment adapted from: <ul><li>Review key concepts and vocabulary </li></ul><ul><li>Provide a variety of pathways for students to demonstrate mastery of knowledge and skills </li></ul><ul><li>Provide feedback regularly on student output </li></ul>
  34. 34. Assessment of Lesson Objectives <ul><li>Total Physical Response </li></ul><ul><li>Thumbsup/thumbs down </li></ul><ul><li>Response boards </li></ul><ul><li>Stand up/sit down </li></ul><ul><li>Number Wheels </li></ul><ul><li>A/B/C/D Cards </li></ul>adapted from: