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Sen Gucuk, Muge project 1

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Sen Gucuk, Muge project 1

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

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