The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. The SIOP model includes eight components: preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and assessment. The document provides examples and explanations of techniques for each component.
Effective lesson=effective teacher november 4, 2014 teachersWonderWise
Introduction to SIOP, Sheltered Instruction Observation Protocol, provides brief history of SIOP, gives purpose for use, introduces 8 components and 30 features, introduces language objectives & 6 types of language objectives, provides second language acquisition information, BICS, CALP, two island version of iceberg theory
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Effective lesson=effective teacher november 4, 2014 teachersWonderWise
Introduction to SIOP, Sheltered Instruction Observation Protocol, provides brief history of SIOP, gives purpose for use, introduces 8 components and 30 features, introduces language objectives & 6 types of language objectives, provides second language acquisition information, BICS, CALP, two island version of iceberg theory
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Michael Lewis: The Lexical Approach: the State of ELT and a Way Forward (1993)
Implementing the Lexical Approach – Putting Theory into Practice (1997)
Presentation by: Hassnae SALEK, English trainee teacher
CRMEF Oujda, English departement, 2018
Michael Lewis: The Lexical Approach: the State of ELT and a Way Forward (1993)
Implementing the Lexical Approach – Putting Theory into Practice (1997)
Presentation by: Hassnae SALEK, English trainee teacher
CRMEF Oujda, English departement, 2018
TS5-7: Tessai Hayama from Nagaoka University of TechnologyJawad Haqbeen
Please listen to the presentation, read detailed slides and return to first post to make your comments below the corresponding paper author's post.
Session Chair: Shun Okuhara
Session Theme: Education and Support
Session Number: 5
Paper No: 8
Session and Talk No: TS5-7
Type: Full
Co-authors: Tessai Hayama and Shuma Sato
Title: Supporting Concept-Map Creation in Video-Based Learning based on Concept-Map Components Provision
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Improving Nuclear Training with Engaging Presentationsjljensenjr
Description of a 90-minute course designed to help instructors in the nuclear power industry create and deliver better training presentations while saving time and effort.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1.4 modern child centered education - mahatma gandhi-2.pptx
Siop presentation schnee
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7. How many ways can you say… adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt + - X add subtract multiply divide plus minus times quotient and less product over together few a factor gozinta combine take away by
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The first component of the SIOP is Preparation One very important piece of Preparation is the use of Language Objectives. We believe in modeling the model so… Click for next slide
Click for Content Objectives Header. Mention that all T’s are used to doing this. Click for Language Objectives Header. Ask what they think this may look like? Is it something they already do? Explain that you are modeling the model by presenting the learners with the Content AND Language objectives. A very important feature of SIOP is the development and use of both kinds of objectives. Actually this is the feature that sets SIOP apart from “Just good teaching.” So, what are we going to do today? Click for Content Objectives Have P read each objective out loud as it comes up Comment as you feel necessary Click for Language Objectives Have P read each objective out loud as it comes up Point out how the two are closely related Tell P that you will come back to these objectives at the end of the presentation to see if they were accomplished. Click for next slide
Refer to chart on bottom of p.3 for examples of content objectives and corresponding language objectives. Go over based on time and need. Comment that you will revisit this many times in the future and that EVERYTHING that you do in preparation and throughout the lesson is based on these objectives. Click for next slide
Ask if Building Background is the same as Activating Prior Knowledge Have P show thumbs up if they think it is the same, thumbs down if not and wiggle the thumb if they don’t k now. Ask why they responded the way they did. It is NOT because you cannot activate what is not there! So what can you do? Click for next slide
Point out slide in handouts on p.4 Get participants involved through hand gestures. Click for feature Read Feature #1 – Model creating a link with thumb and pointer finger interlocking as a chain. Have participants copy creating a link with hands and reading aloud feature. Click for feature Read Feature #2 – Model creating a bridge sweeping your hand over your head from back to front symbolizing a bridge from past to new. Have participants copy action and read aloud feature. Click for feature Read Feature #3 – Model turning an imaginary key. Have participants copy action and read aloud feature. Repeat and Review as a group all 3 features using hand gestures. Note: Throughout the presentation the presenter may want to refer back to these gestures while introducing each feature in detail. Click for next slide
Pictures show automatically Ask P what word they think ELL’s would know for each picture. Hint that 1 st one is face by gesturing with your hand around your face. Click to reveal word 1. Click to reveal word 2. Hint that 3 rd one is just the cone by saying that it is the part you hold. Click reveal word 3. Click to reveal word 4. Click for Question 1. Math specifically Click for Question 2. What can you do? Discuss Click for next slide
Chart will show Ask P to call out words that describe the first symbol ( OR divide room into 4 groups and have each group list for 1 symbol then share out) Click to fill in table Comment that these are some of our answers Calculator will fade away revealing “gozinta” (like 6 gozinta 12 2 times) Say this is one of my favorites and ask what it means and why we included it. Our students HEAR this so we need to make the connection for them. Click for next slide
Click for text to appear Ask out loud if it is an English or Math problem Wait quietly for participants to ponder Answer is BOTH Discuss how these little words stump even our native speakers and are some of the last things the ELLs understand Click for next slide
Header will show Brainstorm ways to do this before showing our suggestions Click for 4 examples to appear (Optional) If possible have SIOP vocab posters around – point them out Ask How do you keep Ss accountable? Click for next slide
Words show. Click for picture Even if you teach in High School , the color coding concept can be used – think about how! You can color code words with multiple meanings that are used across curriculum. Black for spelling, red for math. Blue will be added for SS. Build little by little not all at once! Click for next slide
Pictures with the words comes up Add pictures Have Ss do the work As Ss understand words, remove them 1 by 1 Continue to refer to the empty space when using the word. By test time all are down but what will Ss do? (Look at wall- visualize – brain connections) Our word walls need to be ALIVE and Dynamic. Click for next slide
All come up Use Picture, word, root word and derivatives to build vocabulary, especially with speakers of Latin based languages. Click for next slide
All appears Put the word wall in a public places for ALL students to see. Announce a word and meaning each week and have them use it! Ask if anyone uses the 4 quadrants for vocabulary. Fold a paper in 4 and explain that each quadrant can be used for 1) word 2) definition 3) native language or synonym, etc 4) example, sentence, picture of word in context. Ss or pairs can each have 1 key word to research, make 4 q then share with class AND post as word wall! Great student buy in! Click for next slide
Say Comprehensible Input is the next component and may be one that we don’t think about purposefully as we design and deliver our lessons yet it is ESSENTIAL for our ELLs. Click for next slide
Point out guidelines for CI on bottom of p. 4. State that the guidelines on the handout given fall into one or more of the 3 features on the slide. Ask how can you assure clear explanation – support oral with written, pictures, step by step modeling, etc. Model the speech appropriate talking really fast, talk loudly and then explain that ELL students are not hard of hearing. Variety included modifying text. Click for next slide
Adapting text is time consuming and I don’t know about you but I don’t have time to take everything home and rewrite it for EVERY level in my class! Often the important information is contained in the introduction and conclusion of a piece. Cut the rest out for ELL’s – photocopy what they should read or cover what they should not read to make it less overwhelming. Get community volunteers to make recordings for Ss to listen to at home. Can use higher level Ss for this as well but be sure to CHECK ALL of the tape before distributing it! Click for next slide
One way to keep higher level Ss engaged is to have them mark the important concepts or teach the lower levels how to do it. If you have a class set of books, have a few of them highlighted for lower level Ss Click for text to highlight Ask if you give a S a highlighter, what will they highlight (EVERYTHING) have to invest time in teaching the skill or use higher level ss to determine what is Key and do highlighting after T checks. If not allowed to mark in books, use erasable highlighters or Click for sticky notes to wobble Teach Ss how to use stickies for notes in text. ( I use my Korean example here) Click for next slide
Strategies – Point out they are for the T to use and for the Ss to learn how to learn on their own Click for next slide
Ask P if they know the difference between Metacognitive, cognitive and Social/Affective Strategies and WHY they are important for the 2 nd language learner. Definitions are given in each box. Discuss briefly on this slide and more in depth in the following slides. Click for next slide
Gesture: Point to your head! Have group practice this learning strategy Handout p.5 Metacognitive Strategies involve: Purposefully monitoring our thinking Matching thinking and problem solving strategies to a particular learning situation Monitoring through self-questioning Self-correcting Studies show explicit instruction in metacognitive strategies directly increases reading comprehension Click for next slide
Gesture: Point to your head! Have group practice this learning strategy Handout p.5 Metacognitive Strategies involve: Purposefully monitoring our thinking Matching thinking and problem solving strategies to a particular learning situation Monitoring through self-questioning Self-correcting Studies show explicit instruction in metacognitive strategies directly increases reading comprehension Click for next slide
Gesture: Open a pretend book & Scan with your finger! Have group practice this learning strategy! Handout p.5 These strategies need to be taught explicitly to reinforce development of comprehension skills. Cognitive Strategies will: Help students organize information they need to learn through a self-regulated process Used by learners when they physically and or mentally manipulate materials Used by learners when they apply a specific technique to a learning task Click for next slide
Gesture: Make a circle with your arms in front of you. Open the circle from your chest outwards to suggest interaction! Have group practice this learning strategy Handout p.5 Interaction with both native speakers and other ELLs is crucial to the development of English language skills. There are many ways to create interaction in the classroom as will be discussed in the Interaction Component. This component involves: Sharing and discussing learned knowledge with peers. Using peer knowledge to clarify confusing points. Click for next slide
Interaction: Most teachers say they use various types of interaction in their classes. Based on numerous classroom observations the predominant type of interaction is unfortunately teacher to whole group! Click for next slide
Just like a child learning to walk falls and gets back up to try again with much encouragement from those around him, a language learner needs a safe environment in which to test the new language. Click for next slide
It doesn’t matter how well you prepared id your delivery does not reflect it. Click for next slide
Ask if we have done any assessment during this presentation. YES – stand up/sit down, thumbs up, verbal responses, etc. Remind them that you must carefully choose the assessment you use. When asked to stand up the first time it was defeating! Assessment MUST be ongoing! Click for next slide
Discuss as needed Response boards: For the floating teacher try the “poor man’s white board” a sheet protector with a white page in it – put in a note book and off you go! Click for next slide