SIOP Sheltered Instruction Observation Protocol

1. SIOP Sheltered Instruction Observation Protocol

2. Content Objectives Select from a variety of activities that promote interaction to incorporate into lesson plans Design grouping patterns that support lesson content and language objectives Identify strategies to increase wait time By the end of this session, you should be able to:��..By the end of this session, you should be able to:��..

3. Language Objectives Explain the purpose of student-student interaction for language development Describe strategies to reduce the amount of teacher talk in a lesson Orally share examples of cooperative learning activities that promote interaction and use of language among students In terms of language use, at the end of this session you should be able to:�..In terms of language use, at the end of this session you should be able to:�..

4. Interaction

5. Research Results for C. L. Johnson and colleagues found that cooperative learning groups and groups that engage in intergroup competition produce the same effect on student learning; this is indicated by the .00 effect size when the two are compared. C.L. has an effect size of .78 when compared with strategies in which students compete with each other (individual competition). C.L. has an effect size of .78 when compared with instructional strategies in which students work on tasks individually without competing with one another (ind. Student tasks). Johnson and colleagues found that cooperative learning groups and groups that engage in intergroup competition produce the same effect on student learning; this is indicated by the .00 effect size when the two are compared. C.L. has an effect size of .78 when compared with strategies in which students compete with each other (individual competition). C.L. has an effect size of .78 when compared with instructional strategies in which students work on tasks individually without competing with one another (ind. Student tasks).

6. Homogenous Grouping Versus No Grouping Homogenous grouping seems to have a positive effect on student achievement when compared with no grouping. Homogenous grouping seems to have a positive effect on student achievement when compared with no grouping.

7. Size of Groups Small teams of 3 or 4 members seem more effective than larger groups.Small teams of 3 or 4 members seem more effective than larger groups.

8. Benefits for At-Risk Students Increases both engagement and initiation of activities when working in small groups (Ornelles, 2007) Both academic achievement and socialization behaviors improve (Ornelles, 2007)

9. Benefits for African American Students Hold a much stronger preference for collaborative learning (Ellison, 2005) Helps bridge achievement gap (Ellison, 2005) Work better when given some freedom of choice (Collins, 2005)

10. Benefits for Hispanic Students Collectivist culture: often want to accomplish goals together (Rothstein-Fisch, Greenfeild, & Trumbull, 1999) Respond well to group efforts, group activities, and assisting others in developing new ideas or learning Helps with language development (McGroarty, 1993) Increases comfort level

11. BrainstormInteraction in the SIOP Classroom Clock Buddies � find a buddy (hour given) and think about what interaction strategies you have used in your classroom this year. Go back to seat and share out as a group what discussed with partner. Also, what are the pros and cons of having student interaction in the classroom? Teachers often say they don�t use interaction because it takes time. They can cover the content by lecture or having students read. Discuss �cover� content vs learn the content.Clock Buddies � find a buddy (hour given) and think about what interaction strategies you have used in your classroom this year. Go back to seat and share out as a group what discussed with partner. Also, what are the pros and cons of having student interaction in the classroom? Teachers often say they don�t use interaction because it takes time. They can cover the content by lecture or having students read. Discuss �cover� content vs learn the content.

12. Benefits of Interaction Increases use of academic language Improves quality of student talk Encourages elaborated responses Provides �oral rehearsal� Helps individualize instruction Encourages reluctant learners to participate Allows for written interaction with dialogue journals Promotes a positive social climate Interaction gives ELLs the structured opportunity to use academic language in meaningful ways � not simply the quantity but the quality of language exposure Frequent opportunities for interaction and/or discussion between teacher/student and among students that encourage elaborated responses about lesson Written interaction (dialogue journals) can be teacher/student or student/student Provides oral rehearsal � gives ELLs time to collect thoughts and pull up language needed to express idea, then practice saying idea aloud with someone before required to speak in front of others. Promotes a positive social climate � more fun than working alone Promotes positive social climate � affective filter reduced and more students feel comfortable to participate since smaller grouping when sharing ideas is less threatening.Interaction gives ELLs the structured opportunity to use academic language in meaningful ways � not simply the quantity but the quality of language exposure Frequent opportunities for interaction and/or discussion between teacher/student and among students that encourage elaborated responses about lesson Written interaction (dialogue journals) can be teacher/student or student/student Provides oral rehearsal � gives ELLs time to collect thoughts and pull up language needed to express idea, then practice saying idea aloud with someone before required to speak in front of others. Promotes a positive social climate � more fun than working alone Promotes positive social climate � affective filter reduced and more students feel comfortable to participate since smaller grouping when sharing ideas is less threatening.

13. National Literacy Panel on Language Minority Children and Youth Reading comprehension and writing are positively correlated with oral language proficiency + p.11 in �Making Content Comprehensible for ELs � The SIOP Model� 3rd ed. � figure 1.1 � outlines research findings from National Literacy Panel on Language Minority Children and Youth. Point #2 = teaching that develops oral language proficiency also needed to promote proficiency in reading and writing in English. p.11 in �Making Content Comprehensible for ELs � The SIOP Model� 3rd ed. � figure 1.1 � outlines research findings from National Literacy Panel on Language Minority Children and Youth. Point #2 = teaching that develops oral language proficiency also needed to promote proficiency in reading and writing in English.

14. Cooperative Learning Type of group to set up Random Voluntary Teacher assigned Changing groups Frequency Management Possible Group roles Group recorder Materials collector Reporter Final copy scribe Illustrator Timekeeper Cheerleader/facilitator Monitor Messenger Regarding cooperative learning activities like the one you just did at your table, comments made often that cooperative learning is noisy, gets out of control and wastes time. For cooperative learning to be an efficient and effective learning tool, there are several considerations that need to be made ahead of time: -Consider what types of groups you wish to have � which of course will be determined by the activity involved. -Your groups should be changed frequently � some students may be reluctant to work with a particular person at first but since they know the groups will soon be changed, unnecessary/time-consuming complaints can be avoided. and rules/expectations made clear ahead of time to students for group management to be effective. -Students should have a clear understanding of how much time is allotted to the activity and what they are expected to have accomplished at each step/end of class period/week/date etc. -Each member of a group should be assigned a role. Duties of each role should be made clear orally and in writing as necessary and modeled before the activity begins. Cooperative learning supported by Marzano in his book: What Works in Classroom Instructionby Robert J. Marzano, et. al. He states that research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and consistent in your approach. Applications: * When grouping students, consider a variety of criteria, such as common experiences or interests.* Vary group sizes and objectives.* Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability.Regarding cooperative learning activities like the one you just did at your table, comments made often that cooperative learning is noisy, gets out of control and wastes time. For cooperative learning to be an efficient and effective learning tool, there are several considerations that need to be made ahead of time: -Consider what types of groups you wish to have � which of course will be determined by the activity involved. -Your groups should be changed frequently � some students may be reluctant to work with a particular person at first but since they know the groups will soon be changed, unnecessary/time-consuming complaints can be avoided. and rules/expectations made clear ahead of time to students for group management to be effective. -Students should have a clear understanding of how much time is allotted to the activity and what they are expected to have accomplished at each step/end of class period/week/date etc. -Each member of a group should be assigned a role. Duties of each role should be made clear orally and in writing as necessary and modeled before the activity begins. Cooperative learning supported by Marzano in his book: What Works in Classroom Instructionby Robert J. Marzano, et. al. He states that research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and consistent in your approach. Applications: * When grouping students, consider a variety of criteria, such as common experiences or interests.* Vary group sizes and objectives.* Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability.

15. Grouping Configurations individual work partners triads small groups of 4 or 5 whole group homogeneous or heterogeneous - gender -language proficiency -language background -ability Different grouping configurations have different advantages and disadvantages. Best to vary how you group learners to make the most of these differences. Sometimes weak learners can benefit from working with stronger students. ELLs may be able to accomplish a task that would be too difficult for them to carry out on their own under the guidance of another more proficient student. This follows Vygotsky�s zone of proximal development (ZPD). According to Vygotsky this is the most active and productive site of language acquisition. It does little good to ask learners to perform tasks that they cannot do at all. Instead, they should be encouraged to observe, listen, and gradually begin to collaborate in the activity, finally doing the task themselves. Help from peers is a necessary step on the way to language acquisition. The teacher can�t provide this guidance for every student all the time so pair ELLs with stronger peers. But, remember, if this is always the grouping, the weaker student may not have the needed opportunity to interact. Sometimes matching students of similar ability is best. Homogeneous grouping according to language proficiency might be effective (when working on a particular language structure that novices esp. need to learn). Also, when possible, make the ELL the expert � in math, art, construction English language proficiency is not the only criterion for grouping. Sometimes pair students with the same L1 to clarify concepts. Grouping Configurations For training the teachers: birthdays by season birthplace by geography taught in NC only vs. elsewhere For teaching the students: Group students to support language and content objectives Teacher can choose groupings or can allow students to choose (methods for teacher choice on next page�) If you choose to have students choose teams, to avoid having some students always be picked last, let last few students pick the group instead of having the team captain pick the students Different grouping configurations have different advantages and disadvantages. Best to vary how you group learners to make the most of these differences. Sometimes weak learners can benefit from working with stronger students. ELLs may be able to accomplish a task that would be too difficult for them to carry out on their own under the guidance of another more proficient student. This follows Vygotsky�s zone of proximal development (ZPD). According to Vygotsky this is the most active and productive site of language acquisition. It does little good to ask learners to perform tasks that they cannot do at all. Instead, they should be encouraged to observe, listen, and gradually begin to collaborate in the activity, finally doing the task themselves. Help from peers is a necessary step on the way to language acquisition. The teacher can�t provide this guidance for every student all the time so pair ELLs with stronger peers. But, remember, if this is always the grouping, the weaker student may not have the needed opportunity to interact. Sometimes matching students of similar ability is best. Homogeneous grouping according to language proficiency might be effective (when working on a particular language structure that novices esp. need to learn). Also, when possible, make the ELL the expert � in math, art, construction English language proficiency is not the only criterion for grouping. Sometimes pair students with the same L1 to clarify concepts. Grouping Configurations For training the teachers: birthdays by season birthplace by geography taught in NC only vs. elsewhere For teaching the students: Group students to support language and content objectives Teacher can choose groupings or can allow students to choose (methods for teacher choice on next page�) If you choose to have students choose teams, to avoid having some students always be picked last, let last few students pick the group instead of having the team captain pick the students

16. Example: Cooperative Learning Activities Information gap activities Jigsaw Four corners Numbered heads together Round robin/roundtable Questionnaires & interviews Three-step interview Story summaries Literature study groups Writing headlines Science & math investigations Think-pair-share Distribute the handout, Cooperative Learning with Language Minority Students (BLM #3). Ask volunteers to share experience they had with an activity listed on the slide. Locate remaining activities on handout pages, read through group and clarify how to do activity as needed. Distribute the handout, Cooperative Learning with Language Minority Students (BLM #3). Ask volunteers to share experience they had with an activity listed on the slide. Locate remaining activities on handout pages, read through group and clarify how to do activity as needed.

18. Activity: Inside � Outside Circles Divide into 2 groups: One group forms a circle looking out (the inside circle) The other group stands in front of someone in the inner circle (the outside circle) Inner circle: Share strategies artifacts Then outer circle responds; inner listens On teacher�s signal outer circle rotates one person clockwise Activity can be found in book: 99 Ideas and Activities p.110. Designed to promote practice with key content concepts and develop oral language. Can also be adapted to include inside circle sharing a piece of writing first then outside circle. The outside circle acts as the editor first, then roles are switched. Then, rotate and have a new editor take a look at the writing etc. Have two or three volunteers share out what they heard/said.Activity can be found in book: 99 Ideas and Activities p.110. Designed to promote practice with key content concepts and develop oral language. Can also be adapted to include inside circle sharing a piece of writing first then outside circle. The outside circle acts as the editor first, then roles are switched. Then, rotate and have a new editor take a look at the writing etc. Have two or three volunteers share out what they heard/said.

19. Other Opportunities for InteractionMCC3 p.121-24; Elem. p. 125-26; Sec. p. 126-27 Turn to your partner Volunteer your partner Explain a process to your partner Song lyric rewrites � content-based Choral reading, reader�s theatre, drama, charades Dialogue journals or e-pals Another example: 2 lines w/ position, question (e.g., �There should be laws vs. no laws� & have lines face each other to discuss). p.121-124 of Making Content Comprehensible (red book) give additional ideas for activities that promote interaction and language usage. Included is a lesson plan that includes an interactive SIOP approach for making difficult concepts understandable (Figure 6.1A). Elementary: p. 125-26 Secondary: p. 126-27p.121-124 of Making Content Comprehensible (red book) give additional ideas for activities that promote interaction and language usage. Included is a lesson plan that includes an interactive SIOP approach for making difficult concepts understandable (Figure 6.1A). Elementary: p. 125-26 Secondary: p. 126-27

20. What can teachers do to structure academic interaction? Pose a concrete task and clarify the task Model an appropriate response using a sentence starter. Identify vocabulary, content, grammar needed to complete the starter. Monitor student�s process and offer assistance Cue partners to rehearse answer/share Randomly call on students before allowing volunteers Teachers often say they don�t use cooperative learning because students don�t stay on task. Therefore explain how structuring activities are essential to successful use of cooperative learning activities. -ask for clarification of task by asking students to paraphrase back what they need to do and how they should act if problems arise in the process to check they clearly understand what to do -if writing assignment, for example, provide a response starter or a sentence/tense structured phrased to be used during the activity � for ex. If I ��, I would��.. -circulate and offer assistance as students conduct the activity. Provide positive feedback on how they are engaging in the process -give students an opportunity to �rehearse� the answer by turning to a partner and sharing their ideas before asked to speak up in front of the whole group. Allows think time and reduces nervousness of making mistakes as well as provides an opportunity to solicit feedback and assistance from a peer with constructing a response. -can avoid same students answering all questions by choosing random students to answer first then �trusted� others. Teachers often say they don�t use cooperative learning because students don�t stay on task. Therefore explain how structuring activities are essential to successful use of cooperative learning activities. -ask for clarification of task by asking students to paraphrase back what they need to do and how they should act if problems arise in the process to check they clearly understand what to do -if writing assignment, for example, provide a response starter or a sentence/tense structured phrased to be used during the activity � for ex. If I ��, I would��.. -circulate and offer assistance as students conduct the activity. Provide positive feedback on how they are engaging in the process -give students an opportunity to �rehearse� the answer by turning to a partner and sharing their ideas before asked to speak up in front of the whole group. Allows think time and reduces nervousness of making mistakes as well as provides an opportunity to solicit feedback and assistance from a peer with constructing a response. -can avoid same students answering all questions by choosing random students to answer first then �trusted� others.

21. Think about it� Do you give students sufficient wait time to respond? Do you complete their sentences? Do you call on a different student before allowing the first student that you called on an opportunity to respond? Rhetorical questions�Rhetorical questions�

22. Why Wait? ELLs need time to translate, often in their head Wait 7-10 seconds before moving on Rephrase question so less language work Hierarchy of question types Allow students to write answers while waiting for one student to respond Build in wait time: �On the count of 3 we will all respond.� Remember �Hierarchy of question types� that was discussed in the previous component: Point to Yes/no Either/or WH Open-ended So, for example, instead of asking an open-ended question like � What do you think will happen to the plant if it doesn�t get any water?� you can ask �Will the plant survive or die if it has no water?� Remember �Hierarchy of question types� that was discussed in the previous component: Point to Yes/no Either/or WH Open-ended So, for example, instead of asking an open-ended question like � What do you think will happen to the plant if it doesn�t get any water?� you can ask �Will the plant survive or die if it has no water?�

23. Using First Language Support Materials Now, you discussed first language support in the second language section the training and how important first language development in the acquisition of the second language. I believe you may have already discussed how using L1 when possible to clarify concepts and/or directions for classroom activities/procedures can assist ELLs with learning new content concepts and engage in learning activities more appropriately. I want to briefly address the use of first language support materials that often accompany texts etc. that we need to heed caution with when using - to be used prior to teaching a unit/topic, as an intro/preview for student so have a head start and students will not be so lost during instruction of the topic. OR as an after-unit support to help summarize the key points/facts of the topic for the student and as a self-check that the students understaood what was needed. L1 materials should not be used as the main teaching tool or source of information on the topic for the students, for several reasons: -the student needs to earn the material IN ENGLISH since he/she will be assessed in English -even if the support is in L1 it doesn�t mean that the student will necessarily understand the terminology in his/her language. Academic concepts need to be taught and even though they may be in your native language, there is no guarantee we will understand what they mean if we have not been taught them. For example, language found in a medical journal may be in English but may as well be written in another language since concepts are often �foreign� to a non-medical person.Now, you discussed first language support in the second language section the training and how important first language development in the acquisition of the second language. I believe you may have already discussed how using L1 when possible to clarify concepts and/or directions for classroom activities/procedures can assist ELLs with learning new content concepts and engage in learning activities more appropriately. I want to briefly address the use of first language support materials that often accompany texts etc. that we need to heed caution with when using - to be used prior to teaching a unit/topic, as an intro/preview for student so have a head start and students will not be so lost during instruction of the topic. OR as an after-unit support to help summarize the key points/facts of the topic for the student and as a self-check that the students understaood what was needed. L1 materials should not be used as the main teaching tool or source of information on the topic for the students, for several reasons: -the student needs to earn the material IN ENGLISH since he/she will be assessed in English -even if the support is in L1 it doesn�t mean that the student will necessarily understand the terminology in his/her language. Academic concepts need to be taught and even though they may be in your native language, there is no guarantee we will understand what they mean if we have not been taught them. For example, language found in a medical journal may be in English but may as well be written in another language since concepts are often �foreign� to a non-medical person.

24. First Language Support Encourage students to use L1 at appropriate times Train bilingual paraprofessionals Obtain native language materials (for support) Organize peer tutoring /buddy programs Promote parent/student discussion in L1 Use dictionaries (use caution with online translators) bilingual dictionaries native language dictionaries Further points to consider with providing L1 support: Encourage students to use L1 at appropriate times (to identify prior knowledge, brainstorm, clarify concepts); not for concurrent translations Train bilingual paraprofessionals to preview lesson or discuss concept Obtain native language materials for students to preview lesson Organize peer tutoring /buddy programs Promote parent and student discussion of what learned in school or how a concept applies in their culture/country Use dictionaries � need to teach students how to use them!Further points to consider with providing L1 support: Encourage students to use L1 at appropriate times (to identify prior knowledge, brainstorm, clarify concepts); not for concurrent translations Train bilingual paraprofessionals to preview lesson or discuss concept Obtain native language materials for students to preview lesson Organize peer tutoring /buddy programs Promote parent and student discussion of what learned in school or how a concept applies in their culture/country Use dictionaries � need to teach students how to use them!

25. To wrap up, remember: Students who cannot understand or participate in classroom talk are barred from high achievement in reading and writing. Groupings help teachers use class time to interact with individuals and small groups. With the incorporation of appropriate, structured group activities all students can participate in our lessons and develop their language skills as well as acquire the concent concept we are trying to teach.To wrap up, remember: Students who cannot understand or participate in classroom talk are barred from high achievement in reading and writing. Groupings help teachers use class time to interact with individuals and small groups. With the incorporation of appropriate, structured group activities all students can participate in our lessons and develop their language skills as well as acquire the concent concept we are trying to teach.

26. Artifact Options: Cooperative Learning Activities Information gap activities Jigsaw Four corners Numbered heads together Round robin/roundtable Questionnaires & interviews Three-step interview Story summaries Literature study groups Writing headlines Science & math investigations Think-pair-share Match vocabulary / acronyms with definitions. Distribute the handout, Cooperative Learning with Language Minority Students (BLM #3). Ask volunteers to share experience they had with an activity listed on the slide. Locate remaining activities on handout pages, read through group and clarify how to do activity as needed. Distribute the handout, Cooperative Learning with Language Minority Students (BLM #3). Ask volunteers to share experience they had with an activity listed on the slide. Locate remaining activities on handout pages, read through group and clarify how to do activity as needed.

27. Other Artifact Options MCC3 p.121-24; Elem. p. 125-26; Sec. p. 126-27 Turn to your partner Volunteer your partner Explain a process to your partner Song lyric rewrites � content-based Choral reading, reader�s theatre, drama, charades Dialogue journals or e-pals Another example: 2 lines w/ position, question (e.g., �There should be laws vs. no laws� & have lines face each other to discuss). p.121-124 of Making Content Comprehensible (red book) give additional ideas for activities that promote interaction and language usage. Included is a lesson plan that includes an interactive SIOP approach for making difficult concepts understandable (Figure 6.1A). Elementary: p. 125-26 Secondary: p. 126-27p.121-124 of Making Content Comprehensible (red book) give additional ideas for activities that promote interaction and language usage. Included is a lesson plan that includes an interactive SIOP approach for making difficult concepts understandable (Figure 6.1A). Elementary: p. 125-26 Secondary: p. 126-27