Welcome

1. Welcome Session Norms: All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy

2. High Quality Sheltered Instruction:Interaction Presented by ______________

3. Housekeeping • Explain the time schedule for your day. Include items like: breaks, location of restrooms, lunch, etc.

4. High Quality Sheltered Instruction “Sheltered Instruction is an approach to teaching content to English language learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.” --Echevarria, Vogt, and Short • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

5. Session Objectives Content Objective: • Select from a variety of activities that promote interaction and incorporate into lesson plans. • Design grouping patterns that support lesson content and language objectives. • Identify strategies to increase wait time. Language Objectives: • Describe strategies to reduce the amount of teacher talk. • Adjust teacher questioning techniques to promote student elaboration of responses.

6. Features of Interaction • Provide many opportunities for interactions about the lesson concepts. • Language and content objectives are supported through student grouping. • Allow sufficient wait time for responses. • Provide ample opportunities for students to clarify key concepts in L1 as needed. Echevarria, J., Vogt, M., & Short, D. (2008). Making Content Comprehensible for English Learners: The SIOP Model

7. Two Lies and a Truth Objective: Try to fool your team. Each student writes down three statements. Two are true and one is false. One student at a time reads their statement to the class. Teams huddle to discuss the statements, trying to "guess the fib." Steps: 1) Students write three statements. 2) One student reads statements. 3) Teammates discuss statements. 4) Teammates guess. Team Building Leadership, 2006

8. What: Frequent opportunities for discussion between teacher and student (s), students with students, or groups. When: Whenever possible. Why: Practice makes perfect. We learn by teaching, listening, discussing, and doing. How: Varied grouping configurations. Opportunities for Interaction

9. Who is using the language? “Studies have indicated that, in most classrooms, teachers dominate the linguistic aspect of the lesson, leaving students severely limited in terms of opportunities to use language in a variety of ways.” “In a study of programs for ELLs, it was found that the classes were characterized by excessive teacher talk.” Echevarria, J. , Vogt, M., & Short, D. (2008). Making Content Comprehensible for English Learners: The SIOP Model 3rd ed

10. Encourage Elaborated Responses Try these techniques: “Tell me more about that.” “What do you mean by…” “What else…” “How do you know?” “Why is that important?” “What does that remind of?” “In other words…is that correct?”

11. Partner Chat • Why would teachers of ELLs be encouraged to incorporate cooperative learning into their daily lessons? • How does cooperative grouping encourage ELLs to practice using academic language?

12. Cooperative Learning • What it is… a teaching strategy designed to imitate real-life learning and problem solving by combining teamwork with individual and group accountability. Adapted from http://edtech.kennesaw.edu • What it is Not… just “group work” or putting them in groups and turning them loose.

13. Allows Peer Interaction Maximizes Language Output Interaction and Cooperative Grouping Minimizes Fear of Risk Taking Fosters Team Work

14. Skills Developed Through Interaction • Leadership • Decision making • Trust-building • Communication • Conflict management  

15. Group Activity • In your groups, discuss how to create an interactive learning environment. What are some of your current practices? What does it look like? What recommendations would you give to someone to help them get started? • Record your responses on chart paper. • Post around room for gallery walk.

16. Classroom Recommendations • Know your style and your class. • Teachers should use a variety of criteria for grouping students. • There are several types of cooperative learning groups to vary group dynamics. • Teacher should manage group size. • Combine cooperative learning groups with other types of instruction.

17. Take a Stance • Think about a subject that people have varying degrees of opinions. • Arrange yourself in such a way to demonstrate the degree of your stance. • Strongly agree • Strongly disagree • Don’t know/don’t care

18. Find Your Match The purpose: Participants are to find someone who has the matching information on their index cards. The information could be: vocabulary words & definitions, antonyms with their synonyms, etc. The rational: Provides an opportunity for participants to practice their oral language. Steps: 1) Students mix and pair 2) Student shares their information with partner 3) Partner checks 4) Either find their match or continue process Vogt and Echevarria (2008)

19. Vocabulary Charades The teacher presents the class with new vocabulary words. Cluster students in small groups. Students act out the meaning of the vocabulary words in an attempt to get the rest of the class to guess the word. Teacher may use this strategy to develop synonyms for frequently used words (ie: said, walk)

20. Wait Time Fredericks (2005) research confirmed Rowe’s (1996) as to how wait time is incorporated into every day instruction. The findings showed that the average teacher paused .9 – 1 second, asked 3-5 questions a minute, 400 questions in a short class session, repeating every student response, used words such as good, very good, and wonderful 25% of the time, resulting in the focus being on the teacher, NOT on the content.

21. Wait Time • Wait time varies by culture. • In US classrooms, the average length of wait time is clearly not sufficient. (9/10 of second) • Teachers need to resist the temptation to fill in the silence. • ELLs need extra time to process questions. • ELLs need extra time to formulate answers.

22. Wait Time Techniques • “50-50” • “Phone-a-friend” Final answer comes from the original student. • Find a balance between wait time and moving a lesson along.

23. Clarify with L1 L1 = first language, home language, native language • Bilingual instructional aide • Peer • Materials written in students’ L1 • Bilingual dictionaries • Websites

24. Interaction Video Presentation

26. Exercise While viewing the video using the +/delta chart. After viewing, answer the discussion questions. How did the teachers plan/use grouping to enhance learning? Did the teacher provide frequent opportunities for interaction? How were key concepts clarified?

27. + Recommendations Using your notes complete the chart, making recommendations for improved instruction.

28. Teaching Scenarios Refer to Interaction section for teaching scenarios.

29. Teaching Scenarios • All participants will read the lesson overview. • Participants will number off into threes. • Ones will read first scenario and so forth. • Rate the teacher using rating scale provided. • Discuss your rating with group and come to consensus.

30. Review Session Objectives Content Objective: • Select from a variety of activities that promote interaction and incorporate into lesson plans. • Design grouping patterns that support lesson content and language objectives. • Identify strategies to increase wait time. Language Objectives: • Describe strategies to reduce the amount of teacher talk. • Adjust teacher questioning techniques to promote student elaboration of responses.

31. Insanity is doing the same thing over and over again and expecting a different result. --Albert Einstein

33. References • Bennett, B. and C. Rolheiser. (2001). Beyond Monet: The Artful Science of Instructional Integration. Toronto, Ontario: Bookation, • Echevarria, J., Short, D., & Vogt, M. (2008). Making Content Comprehensible for English Language Learners: The SIOP Model. 3rd Ed. Upper Saddle River, NJ: Pearson Education, Inc. • Kennesaw State University. Georgia Educational Technology. http://edtech.kennesaw.edu • Team Building Leadership, 2006. Two Lies and a Truth. .