This workshop illustrates education-teaching strategies using evidence-based methods from SIOP 1 and flipped classrooms 2. Its objective is providing alternative-teaching methods to improve adult education by incorporating hands-on experiences that increase participation and engagement, and validates students’ experiences.

1. SIOP Methods: Teaching Strategies
for the Flipped Classroom
Dr. Jacqueline B. Saldana
DeVry University, Tampa Metro
Sunday, June 14, 2015

2. Agenda
• Introductions
• Opening Reflections (the KWL method)
• Rationale for Alternative Teaching Methods
• Theory of SIOP and Flipped Classroom
• SIOP and Flipped Classroom Methods
• DeVry Four “I”s
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3. Agenda (cont.)
• Levels of Thinking and Thinking Inquiry
• Learning Styles
• Active and Online Exercises
• Closing Reflections (the KWL Method)
• Questions
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4. Introduction
• Almost 30 years of administrative and managerial
experience in healthcare and education
• Approximately 10 years teaching as adjunct, visiting, and
full time instructor at diverse organizations
• Strong academic foundation
• Certified Cognitive Adult Learning Education Instructor
• Line of inquiry research relates to global CoPs,
leadership, and innovation @ACBSPAccredited #ACBSP2015

5. Opening Reflections (the KWL method1)
• What do you know about the Sheltered Instruction
Observational Protocol (SIOP) method?
• What do you want to learn about Sheltered Instruction
Observational Protocol (SIOP) method?
• What do you know about Flipped Classroom methods?
• What do you want to learn about Flipped Classroom
methods?
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6. Rationale for Alternative Methods2
• Changes in the higher-education landscape
• Changes in technologies
• Changes in demographics
• Information overload
• Proliferation of accelerated education programs
• Levels of literacy
• Special needs of adult learners
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7. Theory of SIOP3
• The concept of Sheltered Instruction
• Use of preparatory activities and hands-on
techniques
• Culturally immersed classrooms
• 90%-100% student engagement
• Continual use of the four language arts (i.e.,
listening, speaking, reading, and writing)
• Supported by research @ACBSPAccredited #ACBSP2015

8. Theory of Flipped Classroom4
• Traditional education vs. constructivism approaches
• Student are independent learners
• Active seekers vs. passive receivers of information
• Students covered the material before coming the class
• Learning activities = Classroom delivery
• Use of collaborative learning
• Relatively new; limited research exists

9. Fundamentals of Both Methods
• Engagement
• Active learning
• Collaboration
• Hands-out activities
• Use of experiential knowledge
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10. DeVry’s Four “I”s Philosophy5
• Integration: Re-thinking of traditional college teaching
to maximize the potential of both online and onsite
learning experiences
• Immersion: Sustained learning opportunities through
both a course shell and the classroom
• Interaction: Continual communication and collaboration
between instructors and students, and students with
each other
• Improvement: Continual collaborative improvement
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11. Levels of Thinking6
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
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LEVEL DEFINITION VERBS EXAMPLE
1. KNOWLEDGE * Remembering previously
learned material, to recall
* Define, list, describe,
label, identify
* Define the following terms.
2. COMPREHENSION * Grasping the meaning,
understanding, explaining * Explain, demonstrate,
summarize
* Interpret the chart showing
the inflation rate for 10 years
3. APPLICATION * Applying concepts/principles to
new situations
* Relate, solve, apply * Using the Learning Taxonomy,
redesign a class lesson plan.
4. ANALYSIS * Breaking material down
into component parts
* Divide, deduce, simplify,
separate, differentiate
* Identify several components
of a national problem
5. SYNTHESIS * Putting parts together
into a new whole
* Build, create, design,
develop, formulate
* Develop a project plan for
your senior project.
6. EVALUATION * Judging value, making an
assessment
* Evaluate, criticize,
appraise
* Determine the criteria of a senior
project proposal.
Levels of Thinking6

13. Levels of Thinking Inquiry Process
• Knowledge
oWhat happened after...?/How many...?/Who was it that...?
oCan you name the...?/Describe what happened at...?
• Comprehension
oCan you write in your own words...?/Can you write a brief
outline...?
oWhat could have happened next...?/Who do you think...?
oWhat was the main idea...?
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14. Levels of Thinking Inquiry Process
• Application
oDo you know another instance...?/Could this have happened
in...?
oCan you group by characteristics such as...?/Would this
information be useful if you had a...?
• Analysis
oHow was this similar to...?/What was the underlying theme
of...?
oWhat do you see as other possible outcomes?
oWhy did changes occur?/Can you compare with that
presented in...?
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15. Levels of Thinking Inquiry Process
• Synthesis
oCan you design a ... to...?/Can you see a solution to...?
oWith access to all resources how would you deal
with...?/How would you devise your own way to deal with...?
• Evaluation
oIs there a better solution to...?/Assess existing ideas and
recommend the best…
oCan you defend your position...?
oDo you think ... is good or bad?/How would you have
handled...?
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16. Learning Styles7
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Learning Style Materials
PRINT
“I want to read it.”
* Notes * Power Point Bullets * Writing on board
* Handouts * Study sheets * Textbook
VISUAL
“Show me a pic or
diagram.”
* Charts * Spatial relationships * Photos
* Flow diagrams * Video * Line drawings

17. Learning Styles
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Learning Style Materials
AUDIO (Aural)
”Tell me”
* Lecture * Narrated video * Student reports
* Music background * Group discussions
INTERACTIVE/
EXCHANGE
“Can we discuss
this?”
* Question/answer * Open forum * Group discussion
* Study groups * Oral report * Fill-in notes

18. Learning Styles
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Learning Style Materials
KINESTHETIC
Moving and
thinking
* Stand-up role plays * Rotating groups
* Breaks processes best while moving
Watch for: May swing leg or rock chair. May repeatedly
get out of seat. May manifest in talkativeness
HAPTIC (tactile to
cognitive) Touch
and learn
* Props/manipulatives * Models
* Simulations, walk-throughs * Use of artifacts

19. Active Learning Exercises
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• The Fish Bowl
• Appreciate Inquiry
• Writing Round Table
• Peer-to-peer Review
• Concept Mapping
• Jigsaw Projects
• Panel Discussions/Debate
• Visual Lists
• Autonomy of Object

20. Online Learning Exercises
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Project-Based Ventures: "Each workgroup of 3-5 students will create a grant
proposal for the development of X project. Please describe your basic
assumptions, goals and objectives, potential funding sources, project
timeline, budget, marketing plans, etc."
Planned Controversy: "You will be paired with another student, and then
each of you will be asked to take pro and con sides of a debate on X topic.
After one week, these roles will be reversed. Then, along with your team, you
will be asked to write a consensus paper."

21. Online Learning Exercises
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Brainstorming: "Over the next day, brainstorm strategies for solving
problem X described in the assigned article. Focus on (1) quantity or
more ideas; (2) the wilder the better; (3) suspending evaluation; and
(4) building on, combining, or improving ideas already mentioned."

22. “Last Minute” Recommendations
• Use the concept of transference
• Use “small talk”
• Create interest from the beginning
• Clarify expectations
• Use at least one (1) active learning exercise per
each hour
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23. “Last Minute” Recommendations
• Customize exercises to class learning styles and
appropriate level of difficulty
• Use the sources of motivation for adult learners
• Set a tone for the lesson
• Provide continual and clear feedback
• Use reward, reinforcement, and self-efficacy
techniques
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24. Closing Reflections (the KWL method)
• What did you learn about the Sheltered Instruction
Observational Protocol (SIOP) method?
• What did you learn about Flipped Classroom methods?
• HOW are you going to apply these methods to your
classroom or area of expertise?
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25. References
1. Hershberger, K., Zembal-Saul, C., & Starr, M. L. (2006). Evidence helps
the KWL get a KLEW. Science and Children, 43(5), 50-53. Retrieved from
http://search.proquest.com/docview/236901811?accountid=35812
2. Connell, J. (2011). Adult learners and universities. International Journal
of Arts & Sciences, 4(16), 93-122.
3. Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content
comprehensible for English learners: The SIOP® Model (3rd ed.) [Adobe
Digital Version]. Upper Saddle River, NJ: Pearson.
4. Berret, D. (2012, Feb. 19) A guide to the flipped classroom. The
Chronicle of Higher Education [Online edition]. Retrieved from
http://www.chronicle.com/article/How-Flipping-the-
Classroom/130857/4
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26. References
5. eCollege Manual. (2013). DeVry University. Unpublished Manuscript,
DeVry University, United States.
6. Lasley, T. (2010). Bloom's taxonomy. In T. Hunt, J. Carper, T. Lasley, & C.
Raisch (Eds.), Encyclopedia of educational reform and dissent. (pp. 107-
110). Thousand Oaks, CA: SAGE Publications, Inc. doi:
http://dx.doi.org.contentproxy.phoenix.edu/10.4135/9781412957403.n
51
7. Johnson, G. D. K. (2008). Learning styles and emotional intelligence of
the adult learner. (Doctoral Dissertation). Auburn University. Retrieved
from
https://etd.auburn.edu/bitstream/handle/10415/1066/Johnson_Gia_27
.pdf?sequence=1
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