An Introduction to the SIOP Model Part 2

1. An Introduction to the SIOP ModelPart 2 Mrs. Marcia Vega

2. Find a Fib • To review the SIOP model, you will read sets of three statements. Briefly discuss, in your small group, which statement is a fib. • Using Numbered Heads Together, share with a whole group.

3. Find a Fib A. Demonstration tasks are considered cognitively demanding and context embedded. B. Experiments are considered cognitively demanding and context embedded. C. Lectures are considered cognitively demanding and context embedded.

4. Find a Fib A. Sheltered instruction shelters ELLs from mainstream students, teachers, programs and curriculum. B. Sheltered instruction includes the practice of highlighting key vocabulary and incorporating of strategies. C. Sheltered instruction makes grade-level academic content more accessible to ELLs.

5. Find a Fib A. Learning is enhanced when content objectives are clearly defined and posted for students. B. Learning is enhanced when language objectives are clearly defined and posted for students. C. Effective lessons do not require thoughtful planning.

6. Find a Fib A. When building background, key vocabulary is emphasized. B. Lack of vocabulary knowledge has little or no effect on academic achievement. C. The average student learns 3,000 words per year.

7. Find a Fib A. Speaking quickly and skimming over key concepts can make content comprehensible for EL students. B. Use of pictures and realia can help make content comprehensible. C. Use of gestures can help to make content comprehensible.

8. Comprehensible Input: Video • Watch video segment • How did the teacher make the content comprehensible? • Record observations on the notes pages. • After the video, discuss observations in a small and then a whole group.

9. CI Quilt • Use 5.3 to jigsaw these techniques for CI. • Small groups will have 1-2 techniques. • Make a CI quilt by folding paper into fours. • In one box, name the technique. In the second box, define it. In the third box, give an example of how the approach can be used in your subject area. In the last box, write the actions you will take to use it in the classroom.

10. Think of a bridge… • Think of building a bridge or building. • When can the scaffold be removed? • When it is standing on its own.

11. Component 4:Strategies • Scaffolding • Varied questioning techniques to develop HOT skills • Learning Strategies • CALLA: Cognitive Academic Language Learning Acquisition; developed by Anna Uhl Chamot, J. Michael O’Malley

12. A Model of Scaffolding Teacher Teacher Peer Student Centered Assisted Assisted Centered Mini-lecture Practice Peer Apply Explicit Teacher Modeling Strategies Instruction Modeling Cooperative Learning

13. THE COGNITIVE ACADEMIC LANGUAGELEARNING APPROACH (CALLA) - Designed by Dr. Anna Chamot The Cognitive Academic Language Learning Approach (CALLA) is an instructional model for second and foreign language learners based on cognitive theory and research. CALLA integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks.

14. The Goals of CALLA • students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school. • Meets academic needs of student through language, content and learning strategies -

15. CALLA's Principal Objectives are to assist students in: • Valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture; • Learning the content knowledge and the language skills that are most important for their future academic success

16. Developing Language Awareness and Critical Literacy; • Selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes • Developing abilities to work successfully with others in a social context • Learning through hands-on, inquiry-based, and cooperative learning tasks • Increasing motivation for academic learning and confidence in their ability to be successful in school; and • Evaluating their own learning and planning how to become more effective and independent learners.

17. What are Learning Strategies? • Learning strategies assist learners in school and everyday life • Thoughts and actions learners use to help • them complete tasks • Ways to understand, remember and recall • new information • Ways to practice skills so they are mastered • more easily

18. When and Where can Learning Strategies be used? • Learning strategies can be applied in all content areas - Core subject areas -Related-arts subjects

19. How can learning strategies be implemented in the classroom? • Learning strategies differ from teaching strategies - Teaching strategies already in place - Explicit explanation, modeling along with repetition

20. Strategies which are beneficial at specific level - Elementary strategies include: background knowledge, imagine with key words, inference, grouping, acting out, inference, setting goals, and evaluate yourself • Secondary strategies include: predicting, grouping & classifying, note-taking, cooperation, monitor, evaluate, and set goals

21. When Teaching Strategies,Help Students Learn…. • Declarative Knowledge (state or name strategy) • What does it mean to … • Procedural Knowledge • How should I use …. • Conditional Knowledge • When and why do I use ….

22. Strategies: Video • Watch the video clip on “strategies”. • Record observations on the activities used to promote strategic thinking. • Use the notes page to record observations. • Discuss observations in a small group and then a whole group.

23. HOTS Questions • Use the “Levels of Thinking” • In groups, create questions using the top 4 levels of Bloom’s Taxonomy. • Each person writes one on a post-it note. • Do a conga line or an inner-outer-circle-share.

24. Four Corner Cars • In four corners of the room, posters with cars are displayed. • Decide which car best represents your teaching style. • On the chart paper, write words and/or phrases that compare your style to the car of your choice. • Groups should select one person to share out a few of their thoughts.

25. Interaction • Read the vignette regarding Susanna. • In your small group, discuss how being able to interact with peers and providing Susanna with proper wait time would enhance teaching/learning. • Share your ideas with the whole group.

26. Component 5:Interaction • Continuum of strategies (Teacher-Centered, Teacher-Assisted, Peer- Assisted and Student-Centered) • Frequent Opportunities for Interaction • Proper Wait Time • Clarification of Key Concepts

27. Stand-up/Sit Down • Take a quick “Interaction Quiz”. • As you review the multiple-choice items, participants will stand when they here what they believe is the correct answer.

28. Interaction Quiz • How many questions do students ask teachers in a school year? • 10 • 100 • 1,000 • 10,000

29. Interaction Quiz • How many questions do teachers ask students in a school year? • 80 • 800 • 8,000 • 80,000

30. Interaction Quiz • With which group do teachers allow the greatest wait time? • High performers • Low performers

31. Interaction Quiz • Why do teachers’ responses to students answers vary according to student performance level?

32. Did you know?? • An average class of 30 will each get a half a minute’s worth of speaking time in a 45-minute lesson. Given 4 45 minute lessons for 36 weeks a year, each student will get one and a quarter hour’s talking per school year. • If ten minutes of every lesson is used for pair interaction, this allows each learner an extra 20 minutes of speaking a week or 12 hours per year.

33. Interaction: Video • Watch the “Interaction” video. • Record observations about the chosen grouping configurations and the rationale given for each. • Discuss in small and then whole group.

34. Interaction: Book • Read pgs. 116-119. • Use a T-chart to contrast a mainstream/sheltered lesson focusing on interaction. • Discuss as a small and then whole group.

35. Brainstorm Interaction Ideas • In your group, brainstorm a few interactive ideas you may use within your classroom. • Use your notes page to write ideas.

36. Component 6: Practice • Hands-on materials and/or manipulatives • Opportunities to apply content and language knowledge • Activities that integrate of all language skills

37. Practice Activity • Review the content objectives and language objectives to develop appropriate activities.

38. Reciprocal Teaching • Choose a reciprocal teaching role: • The Predictor will make predictions about what everyone will be reading. • The Summarizer will summarize key points. • The Questioner will generate questions for peers to answer about the reading. • The Clarifier will clarify any confusing parts of the reading. • Then, with your small group, read pages 140-142 and do the Reciprocal Teaching activity.

39. Lesson Delivery • Read vignette about Mrs. Greenleaf’s lesson. • In notes pages, write what went wrong with the lesson and how it could be improved. • Use Think-Pair-Share to discuss.

40. Component 7:Lesson Delivery • Supporting the content and language objectives • Student engagement • Appropriate pacing • 90-100% of time

41. Lesson Delivery: Book • Read the lesson on p. 157, Then read Mr. Henson’s Lesson on p. 159. • Then, using Figure 8.3, evaluate the lesson. • Be able to defend your ratings with the small and then whole group.

42. Lesson Delivery: Video • Review the four language domains. • How does a classroom using all four domains Look, Sound and Feel? • Watch “lesson delivery” video. Complete chart.

43. What are the differences between formative and summative assessments? Review and Assessment • What are some supports you could use for each type? • Be prepared to share your ideas.

44. Examples of Supports for Formative Assessment Projects (i.e. TV broadcasts) Realia (i.e. thermometers) Small groups (for cooperative activities) Technology (check on or confirm temperatures on websites) Examples of Supports for Summative Assessment Graphs or charts Pictures Photographs Formative and Summative Assessment

45. Component 8:Review/Assessment • Review of key vocabulary • Review of key content concepts • Regular feedback • Assessment of comprehension and all lesson objectives

46. Review/Assessment: Video • Watch the video on “Assessment” • On the notes pages, write some of the indicators the teacher used to determine of the ELLs understood the key concepts and vocabulary. How may different types of assessments were used? • Discuss small and then whole group.

47. Providing Language Feedback • Feedback should be… • Corrective in nature. • Timely. • Specific to criterion. • Students should provide some of their own feedback.

48. Word- MES • Word-MES is a technique teachers can use to provide students feedback without being explicitly corrective or negative. The process is below: • Provide new vocabulary words. • Model correct usage. • Expand by using adjectives and adverbs. • Help students sound like a book (by using new academic vocabulary).

49. Word-MES (cont.)

50. Word-MES Activity • Choose one of the Word-MES cards at your table. • With a partner read your sentence. • Your partner should provide you with language feedback using the Word-MES technique. • Switch roles and repeat.