Sheltered Instruction Observation Protocol Model SIOP

1. Sheltered Instruction Observation Protocol ModelSIOP Lucia Buttaro, Ph.D.

2. OBJECTIVES • Overview of the SIOP Model • Unpacking 4 components • Comprehensible Input • Interaction • Practice and application • Lesson Delivery

3. Components of the SIOP Model • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

4. Comprehensible Input • Speech appropriate for students’ proficiency levels (slower rate, enunciation and simple sentence structure for beginners) • Clear explanation of academic tasks • A variety of techniques used to make concepts clearer (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

5. Interaction Component • What is interaction? • Contact and discussion between teacher/student and student to student about lesson concepts to encourage deeper thought and more language use. • Uses group configuration among students • Provides for sufficient wait time for student responses • Gives opportunities for students to clarify key concepts in their native language as needed (this is a unique feature of SIOP)

6. Making Content Comprehensible • http://vidego.multicastmedia.com/player.php?p=da46imyr

7. Making Content Comprehensible: Interaction http://vidego.multicastmedia.com/player.php?p=d7y4u441

8. Opportunities for Interaction • Encourage more elaborate responses • Vary group configurations (random, voluntary, assigned) • Whole group, flexible small groups, partners, triads • Homogenous/heterogeneous (gender, language proficiency, ability, etc.) • Allow adequate wait time • Clarify concepts in L1 if needed-teacher or peers clarify concepts or use native text, dictionaries or other tools

9. Practice and Application • Hands on materials and/or manipulatives provided for students to practice using new content knowledge • Activities provided for students to apply content and language knowledge in the classroom. • Activities integrate all language skills (listening, speaking, reading and writing)

10. Focus on key vocabulary • Contextualize key vocabulary • Personal dictionaries • Content word wall • Cloze sentences • Vocabulary through songs

11. Cognitive strategies for active learning • Previewing/re-reading • Establishing a purpose for reading • Making connections • Reading aloud • Highlighting • Taking notes • Mnemonics

12. Social/affective strategies • Interaction/questioning • Cooperative learning • Group discussion/self talk • i.e.. Think/pair/share

13. Key Definitions • Practice: refers to the opportunities provided to English language learners to become familiar, analyze and/or experiment with content and language topics • Application: refers to the ways in which learners apply what they have learned in different contexts and situations

14. Practice and Application • Tools • hands-on materials and/or manipulatives • Language and content knowledge – rich activities • Language skills-integrated activities • Purpose: • For students to practice with new content knowledge • For students to apply learning in the classroom • For students to develop listening, speaking, reading and writing

15. Lesson Delivery • Content Objectives clearly supported by lesson delivery • Language objectives clearly supported by lesson delivery • Students engaged approximately 90% to 100% of the period • Pacing of the lesson appropriate to students’ ability level

16. Lesson Delivery Features • Content Objectives should be clearly supported by the lesson delivery (stated orally – written on board for all to see) • Language objectives should be clearly supported by the lesson delivery (stated orally and written on board for all to see)

17. Lesson Delivery Features * Class time needs to be planned efficiently – all aspects of student engagement should be considered: • Well planned lessons • Clear explanations of academic tasks or instructions • Appropriate amount of time to spend on academic task • Strong classroom management • Opportunities for students to apply learning in meaningful ways • Active student involvement • Lesson design that meets the language and learning needs of the students

18. More on Lesson Delivery Features • Students should be engaged approximately 90-100% of the time during the lesson (engagement minimizes boredom and off-task behaviors) • Pacing of the lesson should be appropriate to the students’ ability level brisk enough to maintain students’ interests, but not too quick to lose their understanding)

19. SIOP Summary • Review Key Features of SIOP • Provide Time for “Works/Quirks/Questions” • Evaluation Handout which will include: S – Something I learned… I – I will use… O – One question I have… P – Please clarify this…

20. English Language Learners • “If the child is not learning the way you are teaching, then you must teach the way the child learns” – Rita Dunn

21. Bibliography Echevarria, J., Vogt, M. & Short, D. (2007). Making Content Comprehensible for English language learners: The SIOP Model (3rd ed.). Needham Heights, MA. Allyn and Bacon. Flynn, K. &Hill, J. (2005). English Language Learners: A Growing Population. Mid-Continent Research for Education and Learning Policy brief. National Center for Education Statistics. (2002a). Schools and staffing survey:1999-2000. Retrieved November 19, 2011 from http://nces.ed.gov/pubs 2002/2002313.pdf). Thomas, W.P., & Collier, V. (1997). School effectiveness for language minority students. Washington, D.C.: National Center for Bilingual Education. Additional Websites: ahonigsfeld@molloy.edu http://www.siopinstitute.net/