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Strategies

Strategies. SIOP Model Making Content Comprehensible for English Language Learners. Content objectives. Select learning strategies appropriate to a lesson’s objectives Incorporate explicit instruction and student practice of metacognitive and cognitive strategies in lesson plans

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Strategies

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  1. Strategies SIOP Model Making Content Comprehensible for English Language Learners

  2. Content objectives • Select learning strategies appropriate to a lesson’s objectives • Incorporate explicit instruction and student practice of metacognitive and cognitive strategies in lesson plans • Identify techniques for scaffolding verbal, procedural, and instructional understanding

  3. Language Objectives • Identify language learning strategies to use with students • Discuss the importance of higher order questions to students of all English proficiency levels • Write a set of questions with increasing level of difficulty on one topic

  4. An Important Distinction • Instructional Strategies • Activities, techniques, approaches, and methods that teachers use to promote student learning and achievement. • Learning Strategies • Conscious, flexible plans learners use to make sense of what they’re reading and learning; these reside in the learner’s head.

  5. Three types of Learning Strategies • Metacognitive Strategies: • Matching thinking and problem solving strategies to particular learning situations • Clarifying purposes for learning • Monitoring one’s own comprehension through self-questioning • Taking corrective action if understanding fails

  6. 1.Metacognitive Strategies • Gist (page 98 in red book) • Assist students in “getting the Gist” • Open book to first article after Strategies tab (blue notebook) • Read introduction together at table. • Underline ten or more words that you believe are “most important.” • Without using text write a summary sentence or two using as many words from your list as possible. • Repeat the process. • Write an introductory sentence. • What do you have?

  7. 2. Cognitive Strategies • Helping students organize the information they are expected to learn through the process of self-regulated learning. • Directly related to individual learning task; students apply a specific technique to a learning task. • Examples • Rereading • Highlighting • Mapping information • Taking notes • Graphic organizers • Visualization

  8. 2.Cognitive Strategies • Mnemonics • Rhythm: Rhythm Helps Your Two Hips Move • Write one at your table.

  9. 3.Social/Affective Strategies • Learning can be enhanced when people interact with each other to clarify a confusing point or when they participate in a group discussion or cooperative learning group to solve a problem. • Interaction • Questioning • Clarification • Cooperative Learning Groups • Self-talk

  10. 3.Social/Affective Strategies Think Aloud and Think Aloud Clouds. ~Read either the math or reading Think Aloud conversation with partner. ~Extra Credit: Using the clouds, you and your partner will model thinking aloud with the second assignment.

  11. Practice with Bloom’s Taxonomy • Paper Throw • Read the first two paragraphs in the baseball cards article. • Using the question stems from the blue Bloom’s sheet, write a question on the sticky note. • Throw the sticky note. • Answer the question you receive. • Repeat..

  12. Scaffolding • When scaffolding is consistently used, it assists and supports student understanding. • SCAFFOLDING is associated with Vygotsky’s Zone of Proximal Development (ZPD). • The ZPD is the difference between what a child can accomplish alone and what he or she can accomplish with the assistance of a more experienced teacher. • In a classroom, teachers scaffold instruction when they provide substantial amounts of support and assistance in the early stages of a new concept or activity.

  13. Two types of scaffolding • Verbal Scaffolding: • Use prompting, questioning, and elaboration to facilitate student’s movement to higher levels of language proficiency, comprehension, and thinking. • Procedural Scaffolding/Instructional Scaffolding • Tasks are divided into simpler components. • Teacher focuses on proper level of difficulty to avoid frustration. • Teachers model thinking. • Teachers respond to what they see.

  14. Conga Line

  15. Content objectives • Select learning strategies appropriate to a lesson’s objectives • Incorporate explicit instruction and student practice of metacognitive and cognitive strategies in lesson plans • Identify techniques for scaffolding verbal, procedural, and instructional understanding.

  16. Language Objectives • Identify language learning strategies to use with students • Discuss the importance of higher order questions to students of all English proficiency levels • Write a set of questions with increasing level of difficulty on one topic

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