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Sheltered instruction observation protocol
- 1. SIOP® Sheltered Instruction ObservationProtocol Lesson Preparation Building Background Comprehensible Input Connecting Background Knowledge Lesson Delivery Strategies Practice& Application Paraphrase Engaging Review Assessment Time on Task VarietyHands on Task Activities Small Groups Objectives Interaction Practice Application
- 3. • SIOP® Components •Application to Classroom Practice • Graphic Organizers • Application Activities • Session Wrap-Up • Resources • Rules of Engagement • Glossary of Terms • Workshop Objectives • Instructional Planning • Sheltered Instruction Overview • SIOP® Instructional Design
- 4. • Be preparedto engage in learning • Bring a open mind • Leave your cell phone on vibrate • Take notes • Take a break to recharge your focus • Have fun
- 5. • Participants willbe able to describe an instructional design that focuses on the linguistic and academic needs of second language learners: SIOP® • Participants will use conceptual diagrams and others to organize and structure concepts discussed in the workshop.
- 6. • Social Language •Language used in day to day activities and social situations • Language tied to Basic Interpersonal Communicative Skills Proficiency (BICS)
- 7. • Academic Language •Language used in a formal setting for content courses or discipline areas • Language connected to academic achievement • Language tied to Cognitive Academic Language Learning Proficiency (CALP)
- 8. • Communicative Competence •Linguistic proficiency that focuses on the combination of grammatical, discourse, strategic, and sociolinguistic competence that reflects the proficiency needed to hold professional conversations in all communicative settings
- 9. Activity • Complete thefirst three (3) columns of the KWHLAQ chart that appears on the next slide. • Save your At the end of the workshop, you will be able to see how these may have changed . Ideas, thoughts, and feelings.
- 10. KWHLAQ Chart-21st. CenturyStyle Q This upgrade group instruction activity developed by Donna Ogle (1986) Re. Upgrade your KWL Chart to the 21 st Century (2011, July 21) was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the- ALHWK What do I know? What do I want to know? How do I find out? What have I learned? What action will I take? What new Questions do I have? What do I know? What do I want to know? How do I find out? Activity KWHLAQ Chart: Sheltered Instruction
- 11. To do… Influential Factors inInstructional Planning Instructional Planning Design Sheltered Instruction (Part II) CALLA (Part I) Assessment Linguistic and Academic How does this affect the student-centered learning environment?
- 12. What is ShelteredInstruction? Sheltered instruction is an approach that comprises a series of methods and techniques to help second language learners increase academic language proficiency.
- 13. Rationale for ShelteredInstruction Implementation Dispel Myths about Second Language Learners Raise Teacher and Student Expectations Increase Academic Achievement in the Content Area Accelerate Second Language Acquisition to Ensure Progress
- 14. Sheltered Instruction ObservationProtocol SIOP® is a scientific research-based instructional model proven to be effective to support students with both linguistic and academic proficiency. It is a set of structured and strategic lesson planning framework. What is the SIOP® Model?
- 15. Characteristics of Sheltered Instruction HigherOrder Thinking Skills Time on Task Warm, Affective, and Sensitive Environment Comprehensible Input Background Knowledge Student Centered and High Interaction Variety of Delivery Modes Hands-on Tasks Careful Planning
- 16. 1. Lesson Preparation 2.Building Background 3. Strategies 4. Comprehensible Input 5. Interaction 6. Practice / Application 1. 2. 3. 4. 5. 6. 7. 8. The SIOP® Components (8) 7. Lesson Delivery 8. Review/Assessment file:///C:/Users/lcaballero2/OneDrive%20-%20Universidad%20Ana%20G.%20Mendez/My%20Documents/SIOP_8_Components_for_Teachers.pdf
- 17. You know… Answer Trueor False 1. Planning must produce a lesson. True False 2. Concepts do not need to be directly related to background experiences. True False 3. Explanations should be clear a step-by-step manner. True False 4. The need for strategies should be at the beginning of a lesson and not throughout. True False 5. Meaningful interaction is more beneficial than rote memorization. True False
- 18.
- 19. • Are observable. •Written in terms of what students will accomplish. • Supports learning outcomes. • Stated simply, orally, in writing and tied to specific learning goal. Content Objectives 1. Lesson Preparation
- 20. • Promotes academiclanguage growth. • Stated clearly, simple, orally, in writing and tied to specific learning goal. • Receptive Skills: listening and reading. • Productive Skills: speaking and writing. Language Objectives Note: All skills should be worked on in a unified way. 1. Lesson Preparation
- 21. Example of VerbsUsed for Objectives Content Objectives • Identify • Solve • Investigate • Distinguish • Hypothesize • Create Select • Draw conclusion about • _________________ • _________________ Language Objectives • Listen for • Retell • Define • Find the main idea • Compare • Summarize • Rehearse • Persuade • Write • ________________ • ________________ NOTE: Verbs are not exclusive to one type or another, they are more common to the category presented.
- 22. • Provide “Authentic”experiences. • Adults are more successful when they are able to make a connection between what they know and what they are learning, by relating classroom experiences to their own lives. • Experiences should mirror that which occurs in the learner’s world. Meaningful Activities 1. Lesson Preparation
- 23. Example of anAuthentic Experience: • Content Objective: • Explain the basic coverage in a homeowners’ policy and the limits of liability for each. • Authentic experience: 1. How would you feel, if after a flood to your home, damages on your belongings were not covered by your policy? 2. Has anything similar, happen to you before? 3. How important can a policy be for you as a homeowner or future homeowner? 4. Examine the homeowners’ policy to identify the four basic components in a homeowners policy? Module: Risk and Insurance FINA 670 second week, 2018 5. Can you explain the basic coverage in a homeowners policy and the limits of liability for each component? 6. How is this information relevant to you as a homeowner or future homeowner?
- 24. • Graphic organizers- •Schematic diagram that provide clarity for information that is difficult to grasp. • Leveled study guides- • Lead with definitions and hints for unlocking meaning. • Highlighted text- • Overriding ideas, key concept, topic sentences, important vocabulary and summary statements. Curriculum Adaptations 1. Lesson Preparation
- 25. Curriculum adaptations (cont.) •Jigsaw text reading (cooperative learning)- • The class is divided in smaller groups. Each group is assigned a different section of text to be read. Each group reads their assigned section, reviews and discusses what was read. They Determine the essential information and key vocabulary They share their information with the class. • Marginal notes- • Notes that students can place alongside a page they are reading. They should indicate hints for understanding the content, key concepts and/or key vocabulary and definitions. • Outlines- • A form for note-taking while reading dense portions of text.
- 26. Example of Outline •Scaffold support. • Students can add other information to the outline as they read. • Helpful for major concepts. Note: An outline that is entirely completed may be helpful to use as a guide to reading and understanding text. The Circulatory System I. Mayor organs A. Heart 1. Pumps blood through the body. 2. ________________________________________________ ______________ B. ___________________________ 1. ________________________________________________ __________________ 2. ________________________________________________ __________________ II. Mayor Vessels A. Artery 1. Takes blood away from the heart. 2. _________________________________ B. Vein 1. ________________________________________________ ________________________________________________ 2. ________________________________________________ ________________________________________________
- 27. • Enhance meaningand clarify confusing concepts, making lessons more relevant. • Provide a real-life context and enable student to bridge prior experiences with new learning. Supplemental Materials 1. Lesson Preparation
- 28. Examples of SupplementalMaterial • Hands on manipulatives- • Microscopes, clinical doll simulators • Realia- • Bank deposit slips, nutrition label • Pictures- • any visual support • Visuals- • Presentation, models, graphs, charts, timelines, maps • Multimedia- • Video, applications, Web 2.0 ? tools • Demonstrations- • Visual support and modeling • Related literature- • Fiction, nonfiction, books • Adapted text- • Chunking material
- 29. • Although materialmay be adopted to meet the needs of the English learner, the content is not diminished. • Rigor is needed for all your content and concepts. • Expectations are not compromised. Content/Concepts Appropriate for Level 1. Lesson Preparation
- 30.
- 31. Think ofyour subject area and class preparation. How feasible is it to take into account the six components in lesson preparation.
- 32. 2. Building BackgroundKnowledge Link Concepts to Background Knowledge Link Concepts to Past Learning Experiences Introduce and Teach Key Vocabulary NOTE: Research has shown that there is a strong correlation between vocabulary knowledge and students achievement . Therefore it is necessary to explicitly teach academic language and academic vocabulary.
- 33. 3. Strategies • Provideopportunities for students to use learning strategies. • Meta –cognitive • Cognitive • Social/affective • Use scaffolding techniques consistently. • Use a variety of question types that reflect a spiral effect from lower to higher level thinking skills.
- 34. • Students needa great deal of support, until independence is reached. • Providing support takes place in a number of ways: • Organization of the selection in a theme. • Action of prior knowledge • Way in which the literature is read by students. • Encouragement to students responses.
- 35. 4. Comprehensible Input SpeakSlowly Paraphrase Use Gestures Use body Language Adjust speech as needed Avoid jargon and idioms Repeat more frequently Enunciate clearly
- 36. QuestionScaffoldExplain • For building skillsand increase independence. • Explain instructions in a sequential step by step manner. • Requires true communication from and between students and facilitator. 4. Comprehensible Input Speech • Use body language, gestures and images to accompany spoken words.
- 37. • It isa strategic, well planned learning support for student performance that focuses on assigned tasks. • It focuses on using modeling, questioning techniques, feedback, graphic organizers, and other meta- cognitive, cognitive, and social/affective strategies. NOTE: Scaffolding strategies and activities are removed gradually as students become proficient in academic performance.
- 38. • Restating astudent response to model correct language usage and grammar. • Model critical thinking by “think aloud “strategies. • Reciprocal Teaching • Reinforce contextual definitions by stating a term and giving its context or definition. Verbal Scaffolding NOTE: The facilitator and students role play, assuming the role of the facilitator is leading this dialogue.
- 39. • Reciprocal teachingis an instructional strategy that focuses on a strategic format for a dialogue between facilitator and students related to concepts being taught. • The strategic dialogue between facilitators and students has four components: • summarizing • question generating • clarifying • predicting NOTE: The facilitator and students role play, assuming the role of the facilitator is leading this dialogue.
- 42. 2 Procedural Scaffolding • Buildinga students independent knowledge of concepts and language to move from: TO Application TO Practicing TO Modeling Explicit Teaching 1 3 4
- 43. 1. Teacher-Centered Mini-Lecture Explicit Instruction 2. Teacher-Asisted Practice Teacher Modeling Discussion 3. Peer-Centered PeerModeling Reciprocal Teaching Structured Cooperative Learning 4. Student-Centered Student Independent Tasks Application Strategies THE SIOP® MODEL, revised 2020
- 44. Activity • Focus onone component of the SIOP® model. • Think of your subject area and the class planning process. • Choose a strategy to integrate in your class to achieve your content and language objective(s). • Make sure you write the details down, on the strategy selected, so you can later incorporate them in your class .
- 45. 5. Interactions Offer frequentopportunities for interaction Use a variety of grouping configurations Use wait time Allow the use native language support when advantageous
- 46. • Provide practiceopportunities for students to apply content and language objectives. • Use hands-on activities and manipulatives. • Integrate reading, writing, speaking, and listening activities in all content areas. 6. Practice/Application
- 47. • Things toconsider: • How well are the content and language objectives supported during the lesson activities. • To what extent are students engaged in the lesson. • How appropriate the pace of the lesson is to students’ abilities. • Pace – refers to the rate at which information and concepts are delivered during a lesson. 7. Lesson Delivery
- 48. Review key conceptsand vocabulary. Provide constructive feedback regularly. Constantly check for understanding. Provide a variety of pathways for participants to demonstrate mastery of knowledge and skills. Make instructional decisions based on the students response.
- 49. Scaffolding Dictogloss Double Entry JournalSyntax Surgery Text Mapping
- 50. Dictogloss Strategy 1. Requirestudents to listen to a text or presentation. 2. Ask students to take notes. 3. Reconstruct a shared version of the text with the same meaning as the original. 4. Ask students to work collaboratively to process spoken information.
- 51. In adult learning,you may ask students to re-construct your classroom presentation. Dictogloss Strategy
- 52. Text-mapping is a graphicorganizer technique that can be used to teach reading comprehension, writing skills, study skills, and course content. Text Mapping Strategy
- 53. 1. Text Mappingis used for pre-reading activities. 2. It can be used in class or outside assignments. Text Mapping
- 54. Right Column: students recordtheir responses to text as they read. Left Column: student copies or summarizes text (confusing, intriguing or moving, which connects to a previous entry or situation.
- 55. Double-Entry Journal A conceptthat caught my attention during the lesson. My thoughts about the concept.
- 56. • Double-Entry Journalsallow students to: • Select the main concepts • Reflect and self-ask the critical questions about the main concepts • Internalize new terminology and concepts Double Entry Journal
- 57. Syntax Surgery Strategy •Students go througha difficult passage word by word and use colors, underlining, circling, and arrows. •Students demonstrate how one word relates to other words to determine meaning as related to the overall paragraph.
- 58. Syntax Surgery •A strategy thatallows students to see the relationship of elements within a sentence that may be confusing to understand. NOTE: Because English syntax often differs from the word order found in students’ home languages, second language learners sometimes encounter difficulty in comprehending sentences they read or confuse word order when speaking or writing in English (Herrell, 2000).
- 59. Focus Attention on Key Words IntegratePrior Knowledge with New Knowledge Enrich Reading, Writing, and Thinking Skills Aid Planning, Writing, Supporting, and Revising Skills Promote Strategic Discussion Assist Instructional Planning Graphic Organizers
- 60. Graphic Organizers arealso used to improve mathematics reading comprehension, verbal communications, writing and story problem solving skills. Before a lesson – guides and supplements the building of background for difficult text or challenging mathematical concepts and helps organize mathematical thinking. During Lesson- Focuses students’ attention and makes connections to prior knowledge. After Lesson- to assist recording personal understandings and responses and to double – check mathematics problem solving sequence and understanding.
- 61. • Arranges Events •Chronological Order • Series of Events • Circular • Central Idea • Supporting Facts • Main Concept • Levels or • Sub-concepts • Central Idea • Supporting Facts • Main Concept • Levels or Sub-concepts • Series of Events • Circular Formation • Arranges Events • Chronological Order ConceptualHierarchical Cyclical Sequential
- 62. ORGANIZING KNOWLEDGE Hierarchical Concept Sub- concepts Generalizations Conceptual Central Idea Facts Problem Solving Compare/Contrast Descriptions Sequential Sequenceof Events Cause/Effect Process/Product Problem/Solution Cyclical Series of Events(Circular)
- 63.
- 65. You know… 1. AuthenticAssessment a. Applies to real-life contexts b. Includes multiple indicators to show competency c. Use rubrics to define the levels of learning d. All of the above 2. It is important to incorporate Review and Assessment in lessons a. To be able to know my A’s, B’s, C’s, and D’s and F’s b. To assess student learning c. It’s part of teaching d. It’s in my syllabus 3. Teachers should a. Divide content into meaningful segments b. Keep practice periods frequent c. Give student immediate feedback d. All of the above
- 66. Scaffolding Dictogloss Double Entry JournalSyntax Surgery Text Mapping
- 67. Activity • Read throughthe next 2 slides. Use the information given with real words and nonsense words. • Were you able to decipher what the paragraph said? • Many of our students read a paragraph, and similarly make connections trying to decipher what it says.
- 68. • Jack quicklyentered the didot and cleaned the various misturaes he had been using to repair the wuipit. He had often thought that this job was extremely yullning. However, he had to admit that this time things seemed to be a bit easier.
- 69. The Cobbler • Jackquickly entered the shop and cleaned the various mixtures he had been using to repair the rocking chair. He had often thought that this job was extremely hard. However, he had to admit that this time things seemed to be a bit easier.
- 70. • When hefinished, he put on his redick and went back to the study to relax. He took out his favorite pipe and settled into the beautiful new pogtry. What a fantastic schnappy he had made when he had bought the pogtry. Only 300 yagmas!
- 71. • When hefinished, he put on his overalls and went back to the study to relax. He took out his favorite pipe and settled into the beautiful new recliner. What a fantastic deal he had made when he had bought the recliner. Only 300 dollars!
- 72. KWHLAQ Chart-21st. CenturyStyle Q This upgrade group instruction activity developed by Donna Ogle (1986) Re. Upgrade your KWL Chart to the 21 st Century (2011, July 21) was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the- ALHWK What do I know? What do I want to know? How do I find out? What have I learned? What action will I take? What new Questions do I have? Activity KWHLAQ Chart: Sheltered Instruction What new questions do I have? What action will I take? What have I learned?
- 73. Activity- Reflection • Completethe last three (3) columns of the KWHLAQ chart that appears on the next slide. • This is the end of the workshop. Did your change? Ideas, thoughts, and feelings.
- 74. Please do notforget…
- 75. • Rules ofEngagement • Glossary of Terms • Workshop Objective • Instructional Planning • Sheltered Instruction Overview • SIOP Instructional Design • SIOP Components • Application to Classroom Practice • Graphic Organizers • Application Activities • Session Wrap-Up • Resources • Questions/Answers
- 78. • SIOP -http://www.siopinstitute.net/videos.html • Example of SIOP Template • http://www.languagepowertutoring.com/download/Template_day3.pd f • 99 ideas and activities • http://www.hammond.k12.in.us/Bilingual/pdfs/siop/SIOP- 99_Ideas%20&%20Activities.pdf • ELL Outlook • http://www.coursecrafters.com/ELL- Outlook/2005/nov_dec/ELLOutlookITIArticle1.htm