Transcript Component #4: Strategies

SIOP
Sheltered Instruction Observation
Protocol
Component Four: Strategies
Professional Development
It takes a whole village to raise a
child.
(African Proverb)
All educational personnel assume
responsibility for the education of ESOL
students.
(TESOL’s Vision of Effective Education
for All Students)
SIOP
Sheltered Instruction Observation
Protocol—Strategies
A presentation by GH ESL Team based on the SIOP Model book:
“Making Content Comprehensible for English Language
Learners” by Jana Echevarria, MaryEllen Vogt, and Deborah J.
Short—Pearson Education Inc., 2008
Objectives of this PD
Content objectives:
• Participants will review the SIOP model
• Participants will expand their knowledge of
learning strategies for ELLs
Language Objectives:
• Participants will cooperatively complete the
Brace Map
• Participants will view and listen to a presentation
about SIOP Component #4--Strategies
SIOP Components
1. Preparation
2. Building Background
3. Comprehensible Input
4.Strategies
5. Interaction
6.Practice/Application
7. Lesson Delivery
8.Review/Assessment
On-line resources: http://www.misd.net/bilingual/ELL.pdf
SIOP REVIEW ACTIVITY
At your table, please fill out the Brace Map.
Content objective: Cooperatively, review the first 2
components of SIOP
Language Objectives: Read the components and
feature strips and place them on the Brace Map.
You have 5 minutes to complete this activity.
1.
Lesson preparation Content objectives…
Language objectives…
Content concepts appropriate
for age..
Supplementary materials
Adaptation of content
Meaningful activities …
SIOP
2. Building background Concepts linked to students’
background
Links made between past learning
and new concepts
Vocabulary emphasized
3. Comprehensible input
4. Strategies (…)
Component #4: Strategies
Features:
13. Ample opportunities for students to use
learning strategies
14. Scaffolding techniques consistently used
15. A variety of questions or tasks that promote
higher-order thinking skills
“Techniques and methods for learning and retaining
information are systematically taught, reviewed, and
assessed in effective SIOP classrooms.” (Echevarria,
page 95)
STRATEGIES
Learning Strategies
Scaffolding Techniques
Metacognitive
Verbal
Cognitive
Instructional
H.O. Questioning
Social/Affective
CALLA (Cognitive Academic Language Learning Approach) suggests
making color –coded strategy posters: blue represents calmness and
control; green represents growth; orange is a warm color
Component #4: Strategies
Metacognition is the process of purposefully
monitoring our thinking.
Metacognition is characterized by:
Matching thinking and problem solving strategies to
particular learning situations
Clarifying purposes for learning
Monitoring one’s own comprehension through selfquestioning
Taking corrective action if understanding fails
Component #4: Strategies
Cognitive strategies help students organize the
information they are expected to learn through the
process of self-regulated learning. (Paris, 2001, quoted in
Echevarria, page 96)
Examples of cognitive strategies:
Previewing text before reading
Establishing a purpose for reading
Making connections between personal experiences and a
story
Taking notes during a lecture
Completing a graphic organizer or Thinking Map
Creating a semantic map
Component #4: Strategies
Social/affective strategies are
identified as the social and affective influences on
learning.
particularly important in second language acquisition
Examples:
Questioning for clarification
Cooperation
Self-talk
STRATEGIES
A continuum of strategies (Muth and Alvermann)
Teacher-Centered
Peer-Assisted
Teacher-Assisted
Student-Centered
(Please see handouts—SIOP Strategies bookmark; Learning Strategies in
the Classroom; Learning Strategies--bookmarks)
The ultimate goal is for students to develop
independence in self-monitoring and selfregulation through practice with peer-assisted and
student-centered strategies.
Strategies should be
1. taught through explicit instruction
2. carefully modeled
3. Scaffolded
(See handout—How to Teach Learning strategies)
A repertoire of strategies found to be
effective with second language learners
STRATEGIES
A memory system often involving
visualization and/or acronyms
Online mnemonics
STRATEGIES
Rehearsal strategies are used
when verbatim recall of the
information is needed.
Examples:
•Visual aids such as flash cards
•Underlining and note-taking
(cognitive strategies) also help
students commit information to
memory
STRATEGIES
SQP2R
Surveying
Questioning
Prediction
Reading
Responding
Online posters
More posters
STRATEGIES
CALLA
COGNITIVE ACADEMIC LANGUAGE
LEARNING APPROACH
Chamot & O’Malley
CALLA (pronounced kala) is an instructional system
designed to develop academic language skills in
English for students in upper elementary and
secondary schools.
Preparation: Develop students’ awareness through a variety
of activities.
Presentation: Teach the strategy explicitly.
Practice: Provide opportunities for practicing the strategy in
varied contexts.
Evaluation: Teach students to evaluate their own strategy
use.
Expansion: Encourage students to apply the strategies in
other learning areas.
(See handout: How to teach learning strategies)
Source: CALLA
STRATEGIES
Step 1: Students and teacher read a
section of text and underline 10 or
more most important words or
concepts.
GIST is a
summarization
procedure that assists
students in “getting
the gist” from larger
texts.
Step 2: Together write a summary
statement or two, using the
underlined words.
Step 3: Repeat the process
through subsequent sections of
the text.
Step 4: Write an overall
summary sentence for the
entire text.
Component #4: Strategies
Features:
13. Ample opportunities for students to use
learning strategies
14. Scaffolding techniques consistently used,
assisting and supporting student understanding
Scaffolding
is a term associated with Vygotsky’s (1978) notion
of Zone of Proximal Development (ZPD).
Teachers scaffold instruction when they provide
substantial amounts of support and assistance in
the earliest stages of teaching a new concept or
strategy, and then gradually decrease the amount
of support. (Vacca, 2002)
Two types of scaffolding can be used effectively
with ELLs:
Verbal scaffolding
Procedural scaffolding
Scaffolding Techniques
Verbal Scaffolding
Teachers use
•prompting
•questioning, and
•elaboration
to facilitate students’ movement to higher levels of
language proficiency
Teachers promote confidence when scaffolding is
geared to a student’s language competence
Scaffolding Techniques
Examples of verbal scaffolding:
Paraphrasing in order to model correct English usage and more
sophisticated academic language
Using “think-alouds” to model how effective strategy users think and
monitor their understandings
Reinforcing contextual definitions
Providing correct pronunciation by repeating students’ responses
Slowing speech, increasing pauses, and speaking in phrases; allow
students the wait time they may need to process information in English
Scaffolding Techniques
Examples of procedural scaffolding:
Using an instructional framework that includes explicit
teaching, modeling, and practicing opportunities with
others
One-on-one teaching, coaching, and modeling
Small group instruction with students practicing a newly
learned strategy with another more experienced student
Partnering or grouping students for reading activities
Component #4: Strategies
Features:
13. Ample opportunities for students to use
learning strategies
14. Scaffolding techniques consistently used
15. A variety of questions or tasks that promote
higher-order thinking skills
A variety of questions or tasks that
promote higher-order thinking skills
Multiple knowledge taxonomies:
•Bloom Taxonomy—a continuum of knowledge(1956)
•Krathwohl (2001)—a revision of Bloom’s taxonomy
•Webb’s “Depth of Knowledge”
•Marzano’s four levels of the cognitive system
•Daggett’s application model
•Rigor/Relevance Framework
•Rigor and Relevance Worksheets
Whatever taxonomy teachers choose to use for their
lessons, it is important that they carefully plan higherorder questions prior to lesson delivery. It is just too
difficult to think of higher-order questions “on your
feet.”
Echevarria, page 103
A variety of questions or tasks that promote
higher-order thinking skills
Bloom’s Taxonomy across stages of language acquisition (online
resource)
(See handout)
YES, it is possible to reduce linguistic demand of responses while
still promoting higher levels of thinking. Example (study of plan
reproduction):
1. Are seeds sometimes carried by the wind?
2. Which of these seeds would be more likely to be carried by the
wind: the round one or smooth one? Or this one that has fuzzy
hairs? (…) Why do you think so?
Which question promotes higher level thinking
skills and why? Volunteer?
A variety of questions or tasks that promote
higher-order thinking skills
Answer:
2. Which of these seeds would be more likely to be
carried by the wind: the round one or the smooth
one? Or this one that has fuzzy hairs?
A variety of questions or tasks that promote
higher-order thinking skills
Strategies:
QAR (Question-Answer Relationship)
SQP2RS (Survey-Question-Predict-Read-RespondSummarize)
QtA (Questioning the Author)
A variety of questions or tasks that promote higherorder thinking skills
QAR—Question-Answer Relationship
When students are able to determine levels of questions, they can
be taught to ask their own questions of varying levels.
A variety of questions or tasks that promote higher-order
thinking skills
QAR—Question-Answer Relationship Resources
A Step-by-Step Guide for Teaching QAR
Posters and signs
A variety of questions or tasks that promote higherorder thinking skills
Questioning the Author—QtA can be used to develop students’
comprehension of textbook materials
Works well with both narrative and informational texts
QtA Resources
This site includes information, technology tools, and much
more!
Objectives of this PD
Content objectives:
• Participants will review the SIOP model
• Participants will expand their knowledge of
learning strategies for ELLs
Language Objectives:
• Participants will cooperatively complete the
Brace Map
• Participants will view and listen to presentation
about SIOP Component #4--Strategies
Education brings daybreak;
ignorance-a long, long night.
Maya Angelou
Thank you!
Multumesc!
Danke!
Hartelijk bedankt!