The document provides an overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes the SIOP as a planning tool and observation protocol designed to define, develop, and test sheltered instruction strategies. The SIOP integrates language and content instruction and focuses on explicitly teaching language skills needed to access and participate in the curriculum. It consists of eight components: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Examples of strategies discussed include thinking-write-share, language demands analysis, and setting clear content and language objectives.
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.
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.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Our objectives
• To learn about the SIOP as an effective planning tool
for educating ELLs
• To think about the elements of the SIOP in relation to
our particular planning needs
• To gather an array of teaching strategies that are
effective for working with ELLs
• To provide enough information to get you started as a
teacher for ELLs, AND to encourage you to continue
growing as a professional educator
3. What is the SIOP?
• A planning tool and observation protocol
representing an effort to define, develop
and test a model for sheltered
instruction (SDAIE)
– Research-based
– Designed as an observation instrument
– Adapted as a lesson planning tool
– Teacher-researchers involved in all
phases!!!!
4. SIOP: An Integrated
Approach
• Instructional methods integrate language and content
• Focus on identifying, explicitly teaching, and providing
opportunities to use the language necessary to access, to fully
participate in and to be successful with the curriculum
• Language instruction occurs within content instruction--not as an
“add-on”
6. Preparation
• Clearly defined content objectives
• Clearly defined language objectives *****
• Content concepts appropriate for age and
educational level of students
• Supplementary materials used to a high degree
• Adaptation of content to all levels of student
proficiency
• Meaningful activities that integrate lesson concepts
with opportunities to use language
7. Activity: Think, Write, Share
--Review reading from today (use your
book).
--Take notes on important points.
--Talk with your tablemates. Take notes on
what each person says.
8. Activity: Language Demands
• What are the language demands in this
lesson in each of the four domains?
Reading
*
*
Writing
*
*
Speaking
*
*
Listening
*
*
9. Thinking about objectives
• Learning objectives (goals, outcomes)
• Language objectives
CAELD/TESOL
Standards
Content Language
Demands
Student Needs/
Language
Proficiency
Possible language
objectives
10. Language Objectives
• Ask yourself, “Based on the language demands of the particular
lesson, my students needs, and the larger goals (unit plan,
district goals, standards, etc.), what do I want students to be
able to do at the end of the lesson?”
• Write objectives that have measurable outcomes, and are
specific to the language you would like to see your students
demonstrating in one or more of the four domains.
11. Activity: From Lg. Demands
to Lg. Objectives
• If you were going to ask a university-level ELL
to do this activity, what might you focus on
and how might you support work toward that
objective?
• With a partner, select a language demand,
write an objective and brainstorm ideas for
how you might support the objective.
12. Comprehensible Input and
Language Demands
• Speech appropriate for proficiency level
• Clear explanation of academic tasks
• A variety of techniques use to make content concepts
clear
13. Language Demands
• An analysis for language demands tells you what
students will need to do with language in order to be
success with the lesson/task. What else can you use
language demands for?
• Design mini-lessons around specific language skills (anything from
pronunciation to skills to enter a conversation)
• Know the challenges that students face and be ready to support students in the
areas that are of particular struggle (and note commonalities to use for future
planning)
• Adjust instruction to support students in the areas you anticipate will be
challenging
• Adjust assessments accordingly--take the language demands into account when
you look at student products.
14. Today’s strategies
• Sharing objectives
• Think-Write-Share
• Graphic organizer for note-taking
• Visual representation of information
• Moving from own experience to more abstract
• Structured reading response
• 3-2-1 Activity
15. 3-2-1
3 things you found interesting (use phrases):
1. _______
2. _______
3. _______
2 things that are new to you:
1. _______
2. _______
1 thing you would like to know more about:
1. _______
