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Raj Khatri ESL Instructor Centre for Continuing Education University of Regina

' Compelling ’ Strategies: 'Landscapes of languages ’ : Does SIOP Provide them? TESL Canada 2012 TESL Interiors: Landscapes of Literacies and Language October 11-13 Thompson Rivers University, Kamloops, BC. Raj Khatri ESL Instructor Centre for Continuing Education University of Regina

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Raj Khatri ESL Instructor Centre for Continuing Education University of Regina

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  1. 'Compelling’ Strategies: 'Landscapes of languages’: Does SIOP Provide them?TESL Canada 2012 TESL Interiors: Landscapes of Literacies and Language October 11-13Thompson Rivers University, Kamloops, BC Raj Khatri ESL Instructor Centre for Continuing Education University of Regina 3737 Wascana Parkway, Regina, SK S4S 0A2 Email: khatri2s@uregina.ca October 12, 2012

  2. Why Prepare Lesson Plans? • Lesson preparation is crucial for effective teaching and learning (Short, Himmel, Gutierrez, & Hudec, 2011) • Planning a lesson before teaching is considered essential in order to teach an effective lesson, although the nature of the planning and the kinds of information included in lesson plans can vary greatly (Richards & Bohlke, 2011).

  3. Why Prepare Lesson Plans? Cont’d… • “Culture can be linked to an iceberg...” Cushner, McClelland, and Safford (1996) in Human Diversity in Education: An Integrative Approach

  4. Content Objective At the end of the presentation, participants will • Identify eight components of the SIOP Model • Create a lesson plan, considering these components Language Objective The participants will • Orally discuss some features as given in these eight components.

  5. Warm up: • Have you heard of the ‘SIOP’ model before? • Have you incorporated ‘SIOP’ strategies or worked with any teachers in this regard? • What do you think the ‘SIOP’ model is all about? • Do you have any expectations from this presentation today besides the objectives mentioned earlier?

  6. Know-Want-Learn Chart

  7. Background “The SIOP Model was developed by researchers at California State University, Long Beach (Jana Echevarria and Mary Ellen Vogt), and the Center for Applied Linguistics (Deborah J. Short) under the auspices of the Centre for Research on Education, Diversity & Excellence (CREDE), a national research Center funded by the U.S. Department of Education from 1996 through 2003 (CAL SIOP, 2009).”

  8. Authors Jana Echevarria Professor of Education at California State University, Long Beach MaryEllen Vogt Professor Emerita of Education at California State University, Long Beach. Deborah J. Short Professional Development Consultant and Senior Reseach Associate at the Centre for Applied Linguistics in Washington, DC.

  9. SIOP (Sheltered Instruction Observation Protocol) [SDAIE: Specially Designed Academic Instruction in English) “Sheltered Instruction is an approach for teaching content to English learners (Els) in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development (Echevarria, Vogt, & Short, 2008).”

  10. Theoretical Support “The theoretical underpinning of the model is that language acquisition is enhanced through meaningful use and interaction…In effective SIOP lessons, there is high level of student engagement and interaction with the teacher, with other students, and with text, which leads to elaborated discourse and critical thinking (Echevarria, Vogt, & Short, 2008)."

  11. How do I know of the SIOP Model? • In-depth study of the SIOP Model in 2008 while pursuing Master’s Degree in Education (TESL) at the University of Central Oklahoma • Have successfully been incorporating this model since the beginning of 2009 at a variety of settings, including the Toronto Catholic District School Board, Seneca College, Centennial College, and the University of Regina. • Presenting this model at local, provincial, and national level conferences

  12. What is said about SIOP? “ We believe, and our research confirms, that when teachers use the SIOP for their planning and teaching of English learners, high-quality and effective sheltered instruction results, and student achievement is improved (Echevarria, Vogt, & Short, 2008)” “If teachers want their students, including Els, to grow in their academic content knowledge and English ability and leave the classroom feeling successful and excited about what they are learning, the SIOP model is a framework to consider implementing (Hanson & Filibert, 2006).”

  13. 8 Components (SIOP) • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/ Application • Lesson Delivery • Review and Assessment

  14. 1. Lesson Preparation • Content Objectives Clearly Defined, Displayed, and Reviewed with Students • Language Objectives Clearly Defined, Displayed, and Reviewed • Content Concepts Appropriate for Age and Educational Background • Supplementary Materials Used to a High Degree • Adaptation of Content to All Levels of Student Proficiency • Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities

  15. Verbs for Writing Content and Language Objectives

  16. 2. Building Background 7. Concepts Explicitly Linked to Students’ Background Experiences 8. Links Explicitly Made between Past Learning and New Concepts 9. Key Vocabulary Emphasized (introduced, written, repeated, and highlighted for students to see)

  17. Rationale • For maximum learning to occur, planning must produce lessons that enable students to make connections between their own knowledge and experiences and the new information being taught (Rumelhart, 1994, as cited in Echevarria, Vogt, & Short, 2008) • Many students do not automatically make such connections, and all students benefit from having the teacher explicitly point out how past learning is related to the information at hand (Tierney & Pearson, 1994, as cited in Echevarria, Vogt, & Short, 2008).

  18. Rationale • Christen & Murphy (1991) suggested that when readers lack the prior knowledge necessary to read, three major instructional interventions need to be considered: (1) teach vocabulary as a pre-reading step; (2) provide experiences; and (3) introduce a conceptual framework that will enable students to develop appropriate background information.

  19. 3. Comprehensible Input 10. Speech Appropriate for Students’ Proficiency Levels 11. Clear Explanation of Academic Tasks 12. A Variety of Techniques Used to Make Content Concepts Clear

  20. RationaleKrashen’s Monitor Model (1982) • Acquisition-Learning Hypothesis • Monitor Hypothesis (have time, focus on the form, & know rule) • Natural Order Hypothesis( Pre, Early, Speech Emergence, Intermediate Fluency) • Comprehensible Input (Compelling Input Hypothesis is different from it) • Affective Filter

  21. Cummins’ BICS and CALP and Task Difficulty • BICS/ CALP • Basic Interpersonal Communication Skills • Cognitive Academic Language Proficiency • Task Difficulty • Cognitively Undemanding to Cognitively Demanding • Context-embedded to context-reduced

  22. 4. Strategies 13. Ample Opportunities Provided for Students to Use Learning Strategies 14. Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding 15. A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills

  23. Strategies and Examples (taken from CAL SIOP) • Metacognitive strategies • Self-monitoring: Correcting one’s speech for accuracy in pronunciation, grammar, or vocabulary or for appropriateness related to the setting or to the people who are present • Cognitive strategies • Grouping: Reordering or reclassifying and perhaps labeling the material to be learned based on common attributes • Repetition: Imitating a language model, including overt practice and silent rehearsal • Learning strategies • Note-taking: Writing down the main idea, important points, outline, or summary of information presented orally or in writing • Imagery: Relating new information to visual concepts in memory via familiar, easily retrievable visualizations, phrases, or locations

  24. Learner Strategies (taken from CAL SIOP) Cognitive Rereading Highlighting Reading aloud Mapping information Talking to someone Finding key vocabulary Mnemonics Metacognitive Predicting/Inferring Self-questioning Monitoring/Clarifying Evaluating Summarizing Visualizing

  25. 5. Interaction 16. Frequent Opportunities for Interaction and Discussion 17. Grouping Configurations Support Language and Content Objectives of the Lesson 18. Sufficient Wait Time for Student Response Consistently Provided 19. Ample Opportunities for Students to Clarify Key Concepts in L1

  26. 6. Practice/ Application 20. Hands-on Materials and/ or Manipulative Provided for Students to Practice New Content Knowledge 21. Activities Provided for Students to Apply Content and Language Knowledge 22. Activities that Integrate All Language Skills

  27. 7. Lesson Delivery 23. Content Objectives Clearly Supported by Lesson Delivery 24. Language Objectives Clearly Supported by Lesson Delivery 25. Student Engaged Approximately 90% to 100% of the Period 26. Pacing of the Lesson Appropriate to Students’ Ability Levels

  28. 8. Review and Assessment 27. Comprehensive Review of Key Vocabulary 28. Comprehensive Review of Key Content Concepts 29. Regular Feedback Provided to Students on Their Output 30. Assessment of Student Comprehension and Learning of All Lesson Objectives throughout the Lesson

  29. Assessment of the Activities Performed • Student Activities (Check all that apply for activities throughout lesson): • Scaffolding: ___Modeling ___Guided ___Independent • Grouping: __Whole Class ___Small Group ___Partners ___Independent • Processes: ___Reading ___Writing ___Listening ___Speaking • Strategies: ___Hands-On ___Meaningful ___Linked to Objectives • Review and Assessment (Check All That Apply): • ____ Individual ____ Group _____ Written ____ Oral

  30. How did the Class go? A. Teacher Evaluation and B. Student Evaluation A. Teacher Evaluation (from Colorado Department of Education): • Describe the strategy you implemented. How did you implement it? How comfortable were you and your students while implementing the strategy? • What struck you as interesting about what happened during the strategy implementation? • What impact did you see the strategy have on the learners, on yourself, or on the program?

  31. How did the Class go? 4. Did the strategy give you the information you were looking for? Please explain. What else might you try to get additional information? 5. Will you continue to use this strategy? Why? Why not? 6. What did you get out of the experience of applying theory and research to your practice? B. Student Evaluation: While students will be evaluated on their use of strategies in class, they will also be given opportunities to express their opinions on the use of SQP2RS

  32. References Centre for Applied Linguistics. SIOP model professional development: Helping educators work effectively with English language learners. Retrieved April 20, 2012 from http://www.cal.org/siop/ Christen, W. L. & Murphy, T. J. 1991. Increasing comprehension by activating prior knowledge. ERIC Digest. Colorado Department of Education, Adult Education and Family Literacy (2007). Making second language acquisition principles come alive in the adult ESL classroom. Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19. Cushner, K., McClelland, A., & Safford, P. (1996). Human diversity in education: Anintegrative approach. New York: The McGraw-Hill Companies. Echevarria J. , Vogt M. , & Short, D.J. (2008). Making content comprehensible for English learners: The SIOP model. Boston: Pearson Education. Hanson S. & Filibert C. (2006). Teaching English learners the SIOP way: Classroom connections. Pacific Resources for Education and Learning, 12-14.

  33. References Fletcher, S. (2011). Student presentation on Krashen: Second languageacquisition [PowerPoint slides]. Retrieved October 1, 2011, from Guizou University Unifiedthinking website: unifiedthinking.com/.../ week03ReviewKrashen/ MashUpKrashenStud…Graves, M. F., & Fitzgerald, J. (2006). Effective vocabulary instruction for English language learners. Krashen, S. (1985). The input hypothesis: Issues and implications. New York, NY: Longman. Richards, J.C., & Bohlke, D. (2011). Creating effective language lessons. New York, NY: Cambridge University Press. Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2011). Using the SIOP Model: Professional development manual for sheltered Instruction. Washington, DC: Centre for Applied Linguistics.

  34. References Cont’d… TESL Ontario 2010 Conference Pictures: http://teslon.org/confpics2010/ Friday/Fri%20am%20Jpegs/index.html#105 TESL Ontario 2010 Conference Pictures: http://teslon.org/confpics2010/Thursday/Thurs%20am%20Jpegs/index.html#27 Three Stages of Cultural Adjustment. Retrieved October 10, 2012, from http://offbeatmarriage.com/cultural-adjustment/ Vogt, M., & Echevarria, J. (2008). 99 Ideas and activities for teaching English learners with theSIOP Model. New York, NY: Pearson Education.

  35. The End Thank you very much for your attention! Any questions, please? Raj Khatri Email: khatri2s@uregina.ca

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