Transcript Sheltered Instruction Observation Protocol

Sheltered Instruction
Observation Protocol
EDU 6301
Edwin D. Bell
Objectives
To understand the background and purpose
of the SIOP Model. (content)
► To understand and apply some of the SIOP
Model. (content)
► To understand the meaning of the eight
components and the 30 features of the
SIOP Model (language)
►
Background
►Our
work on the SIOP Model began
with reviewing the literature and
examining district-produced guidelines
for English Learners to find agreement
on a definition of sheltered instruction,
or SDAIE (Specially Designed Academic
Instruction in English). (Echevarria, Vogt,
& Short, 2008, p. xi)
Background (continued)
► Through
this process of classroom observation,
coaching, discussion, and reflection, the
instrument was refined and changed, and
eventually it evolved into the Sheltered Instruction
Observation Protocol (Vogt & Echevarria, 1999), or
as it has come to be known, the SIOP. The SIOP
operationalizes sheltered instruction by offering
teachers a model for lesson planning and
implementation that provides English learners
access to grade-level content standards.
(Echevarria, Vogt, & Short, 2008, p. xi)
Background (continued)
►A
preliminary observation protocol was
drafted and field-tested with sheltered
teachers. A research project through the
Center for Research on Education, Diversity,
& Excellence (CREDE) enabled us to engage
in an intensive refinement process and to
use the SIOP Model in a sustained
professional development effort with
teachers on both the East and West Coasts.
(Echevarria, Vogt, & Short, 2008, p. xi)
Background (continued)
► The
foundation of school success is
academic literacy in English. Although not
understood by many educators, ageappropriate knowledge of the English
language is a prerequisite in the attainment
of content standards. We learn primarily
though language, and use language to
express our understanding. (Echevarria,
Vogt, & Short, 2008, p. 10)
Background (continued)
►
Lack of vocabulary is a major handicap for low-income
native English speakers in schools as well English
Language learners
The data showed us that ordinary families differ immensely in the
amount of experience with language and interaction they
regularly provide their children and that differences in children’s
experience are strongly linked to children’s language
accomplishments at age 3. Our goal in the longitudinal study
was to discover what was happening in children’s early
experience that could account for the intractable difference in
rates of vocabulary growth we saw among 4-year-olds. (Hart &
Risley, 2003, par 5)
Background (continued)

Simply in words heard, the average child on welfare
was having half as much experience per hour (616
words per hour) as the average working-class child
(1,251 words per hour) and less than one-third that of
the average child in a professional family (2,153 words
per hour). These relative differences in amount of
experience were so durable over the more than two
years of observations that they provide the best basis
we currently have for estimating children’s actual life
experience. (Hart & Risley, 2003, par 18)
The SIOP Model
► “The
theoretical underpinning of the Model
is that language acquisition is enhanced
through meaningful use and interaction”
(Echeverria, Vogt, & Short, 2008, p. 16).
► “In effective SIOP lessons, language and
content objectives are systematically woven
into the curriculum of one particular subject
area” (Echevarria, Vogt, & Short, 2008, pp.
17).
Elements of the Model
► The
SIOP Model contains 30 features, which
are grouped into eight components: Lesson
Preparation, Building Background,
Comprehensible Input, Strategies,
Interaction, Practice/Application, Lesson
Delivery, and Review/Assessment.
(Echevarria, Vogt, & Short, 2008)
► The Model supports lesson plan templates.
(SIOP Institute, n.d.)
Lesson Preparation
Content objectives – clearly defined, displayed
and reviewed with students
► Language objectives – clearly defined, displayed
and reviewed with students
► Content concepts – appropriate for age and
educational background level of students
► Supplementary materials – used to a high degree,
making the lesson clear and meaningful, e.g.,
visuals, graphs, computer programs
►
Lesson Preparation (continued)
Adaptation of content – (e.g., text and
assignment) to all levels of student
proficiency
► Meaningful activities – that integrate lesson
concepts, e.g., interviews, letter writing,
simulations, models,) with language practice
opportunities for reading, writing, listening,
and/or speaking.
►
Building Background
Concepts explicitly linked – to student’s
back ground experiences
► links explicitly made – between past
learning and new concepts
► Key vocabulary – emphasized (e.g.
Introduced, written, repeated, and
highlighted for students to see)
►
Comprehensible Input
Speech – appropriate for students’
proficiency levels (e.g., slower rate,
enunciation, and simple sentence structure
for beginners.
► Clear explanation – of academic tasks
► A variety of techniques – used to make
content concepts clear (e.g., modeling,
visuals, hands-on activities, demonstrations,
body language)
►
Strategies
Ample opportunities – provided for
students to use their learning strategies.
► Scaffolding techniques – used consistently,
assisting and supporting student
understanding (e.g., think-alouds)
► Questions or tasks – that promote higher
order thinking skills (e.g., literal, analytical,
and interpretive questions)
►
Interaction
Frequent opportunities for interaction and
discussion – between teacher/student and
among students, which encourage
elaborated responses about lesson
concepts.
► Grouping configuration – support language
and content objectives of the lesson.
►
Interaction (continued)
Student responses – consistently receive
sufficient wait time
► Students receive ample opportunities to
clarify concepts in L1 (First Language) as
needed with aide, peer, or L1 text
►
Practice/Application
Hands-on materials and/or manipulatives –
provided for students to practice using new
content knowledge.
► The students take part in activities - to
apply content knowledge and language
knowledge in the classroom.
► The students take part in activities – to
integrate all language skills (reading,
writing, listening, and speaking).
►
Lesson Delivery
Content objectives – are clearly supported
by lesson delivery
► Language objectives – are clearly
supported by lesson delivery.
► Students engaged approximately 90% to
100% of the period.
► Pacing of the lesson – is appropriate to
students ability levels.
►
Review/Assessment
Comprehensive review – of key vocabulary.
► Comprehensive review – of key concepts.
► Regular feedback – provided to students on
their output (e.g., language, content, work).
► Assessment of student comprehension and
learning – of all objectives (e.g., spot
checking, group response, throughout the
lesson).
►
Summary
►
The eight components and 30 features of
the SIOP Model can provide a useful tool for
planning, implementing, assessing, and
reflecting on your instruction as you work
toward effectively educating all students.
Assignments
Please use the nine features in the two
components, lesson preparation and
building background, to diagnose a lesson
that you planned recently.
► Please post your diagnosis on the
appropriate thread in the Blackboard
discussion board with suggestions on how
you might improve your performance in
these two components.
►
Assignments (continued)
Please respond to, at least, two of the
posting of your classmates.
► Please use all eight components as
guidelines/checklist in the planning,
implementation, and reflection on your case
study lesson (You may find the template
hyperlinked on Slide 10 useful).
► You may find the resources on the next
slide useful for our case study.
►
Resources for Assignments
 SIOP
Mathematics Objectives http://documents.cms.k12.nc.us/dsweb/Vie
w/Collection-1778
 NC
DPI SIOP http://community.learnnc.org/dpi/esl/archiv
es/2005/07/nc_guide_to_the.php
Resources for Assignments
(continued)
► Mathematics
and the SIOP Model http://www.cal.org/saill/siopmathproject.html
► Center
for Applied Linguistics SIOP Model http://www.cal.org/siop/
References
► Echevarria,
J., Vogt, M. E., Short, D. J.
(2008). Making Content Comprehensible
for English Learners: The SIOP Model.
Boston, MA: Allyn & Bacon.
► Hart, B. & Risley, T. R. (2003, Spring). The Early
Catastrophe: The 30 Million Word Gap by Age
3. American Educator. Retrieved on 12/22/07
from
http://www.yarravalleyandenvirons.vic.edu.au/
Files/Articles/4th%20grade%20reading%20ga
p.doc
References (continued)
SIOP Institute (n.d.). SIOP Lesson Plans.
Retrieved on 12/22/07 from
http://www.siopinstitute.net/lessonplans.
shtml
 Vogt, M. & Echevarria, J. (1999). The Sheltered

Instruction Observation Protocol: A Tool for
Teacher Researcher Collaboration and Professional
Development. Retrieved on
12/22/07 from
http://www.cal.org/crede/pubs/edpractic
e/EPR3.pdf