Transcript Creating Content Area Classrooms that Work for English

Welcome
Session Norms:
•All pagers and cell
phones on vibrate
•Stay on topic being
discussed
•Use professional
courtesy
High Quality Sheltered Instruction:
Lesson Delivery
Presented by Region Specialist
June 28, 2007
Housekeeping
• Explain the time schedule for your day.
Include items like: breaks, location of
restrooms, lunch, etc.
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High Quality Sheltered Instruction
“Sheltered Instruction is an approach to teaching content to English
language learners in strategic ways that make the subject matter concepts
comprehensible while promoting the students’ English language
development.”
--Echevarria, Vogt, and Short
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Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/ Application
Lesson Delivery
Review/Assessment
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Session Objectives
Content Objectives:
• List beneficial lesson delivery suggestions.
• Describe strategies for improving student time
on task.
Language Objectives:
• Discuss characteristics of an effective HQSI
lesson.
• Explore the benefits of pacing and student
engagement.
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Features of Lesson Delivery
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Clearly supported content objectives
Clearly supported language objectives
Student engagement
Appropriate pacing
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Clearly Supported Content
Objectives
• Content Objectives are based on Nevada state
content standards and learning outcomes.
Does my lesson reflect my content objectives?
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Clearly Supported Language
Objective
• Language Objectives identify how language will
be used to learn content objective(s).
Does my lesson reflect how the students are
using language?
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Examples
Content Objectives
• SWBAT differentiate
between animal and
plant cells.
• SWBAT correctly
place a decimal point
in a product.
• SWBAT explain why
the founding fathers
sought
independence.
Language Objectives
• SWBAT write
characteristics of
animal and plant
cells.
• SWBAT tell how to
correctly place the
decimal point in a
product.
• SWBAT list reasons
why the founding
fathers sought
independence.
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It’s Your Turn…
• Think of a lesson you recently taught.
• Write 1 content objective and
1 language objective that you used.
• Share with a partner what you wrote
and how you supported each.
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Think Pair Share
Look at the features of Lesson Delivery and
discuss with your group why you feel these
features are important for lesson delivery in a
sheltered instruction lesson.
How do you keep the students engaged?
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Four Corners Activity
1. Are all lessons delivered in the same
fashion?
2. What are some things to consider prior to
lesson delivery?
3. How is effective lesson delivery measured?
4. What are some essential elements to lesson
delivery?
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Are all lessons delivered in the same
fashion?
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What are some things to consider
prior
to lesson delivery?
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How is effective lesson delivery
measured?
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What are some essential elements
to Lesson Delivery?
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Effective engagement can include:
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Modeling
Examples and non-examples
Hands-on manipulatives
Realia
Commercially made pictures
Teacher made pictures
Use of technology
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Pacing
Pacing refers to the rate at which information is
presented during a lesson.
Not too fast, not too slow, but just right!
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Video Presentation
Lesson
Delivery
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Teaching Scenarios
Refer to Lesson Delivery section for
teaching scenarios.
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Teaching Scenarios
• All participants will read the lesson
overview.
• Participants will number off into threes.
• Ones will read first scenario and so forth.
• Rate the teacher using rating scale
provided.
• Discuss your rating with group and come
to consensus.
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Review Session Objectives
Content Objectives:
• List beneficial lesson delivery suggestions.
• Describe strategies for improving student time
on task.
Language Objectives:
• Discuss characteristics of an effective SIOP
lesson.
• Explore the benefits of pacing and student
engagement.
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Insanity is doing
the same thing
over and over
again and
expecting a
different result.
--Albert Einstein
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My Aha Moment!
Presentation Topic:
Presenter:
Date:
Two ideas that were interesting to me:
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Two ways I can apply the information presented in my classroom:
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Two questions that I have for the presenter:
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Two things I wish the presenter had done differently:
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References
• Echevarria, J., Short, D., & Vogt, M. (2004). Making
Content Comprehensible for English Language
Learners: The SIOP Model. 2nd Ed. Upper Saddle
River, NJ: Pearson Education, Inc.
• Nixon-Peterson, E., & Shotts M., Consultants.
(2004). High Quality Sheltered Instruction Training.
The Center for the Education and Study of Diverse
Population at New Mexico Highlands University.
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