Transcript Helping Immigrant Students in the United States Learn

Helping Immigrant Students in the United
States Learn English in Mainstream
Classrooms: The SIOP Approach
Melvin R. Andrade, Ed.D.
Sophia Junior College
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Linguapax Asia 2005
Second International Symposium
Embassy of Canada,Tokyo
11 June 2005
Aims of this Presentation
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To introduce the SIOP Model of sheltered
instruction as an effective way to develop
content knowledge and language skills
together in foreign language, second
language, and heritage language
education
To introduce Web-based resources about
SIOP and related programs
What does “SIOP” stand for?
It stands for “Sheltered Instruction
Observation Protocol,” which
refers to a set of guidelines for
planning and measuring the
implementation of a teaching
approach know as “Sheltered
Instruction.”
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Sheltered Instruction is…?
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. . . an approach for teaching content to
English (and other) learners in ways that
make the subject matter concepts
comprehensible while promoting the
students’ language development. An
important component of sheltered
instruction is . . .
. . . “Scaffolding,” defined as . . .
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“Teacher support for learning and student
performance of tasks through instruction,
modeling, questioning, feedback, graphic
organizers, and more, across successive
engagements”
These supports are gradually withdrawn
as the learner develops more and more
autonomy.
Why is sheltered instruction needed?
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90% of recent immigrants to the U.S.
come from non-English speaking countries
Students with limited English proficient
(LEP) comprise nearly 10% of the U.S.
school population (K-12)
In some school districts, LEP students are
the majority of students in class.
And . . .
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LEP students lag significantly behind other
students in academic achievement (lower
grades and test scores)
LEP students have higher drop out rates
Many LEP students have hand little formal
schooling and cannot read or write.
Many LEP students speak another
language at home--not English
Who Uses the SIOP Model?
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ESL teachers
Bilingual teachers
Elementary classroom teachers
Secondary subject-area teachers
Coaches and mentor teachers
Staff developers
School and district administrators
Teacher and education faculty
Pre-service teacher candidates
Why Use the SIOP Model?
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“As the number of English language
learners (ELLs) in their classes increase,
teachers are looking for effective
instructional practices.”
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“Teachers and researchers worked
collaboratively to create the SIOP Model
to meet the challenges of this new reality.”
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And . . .
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“The SIOP Model has been shown to be a
reliable and valid measure of effective
instruction.”
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“Research has shown that ELLs improved
their academic skills when their teachers
implement the SIOP Model.”
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Now some background . . .
“The SIOP Model offers a research-based
approach to sheltered lesson planning and
implementation that has proven effective
with English language learners throughout
the United States. The model was
developed in a 7-year national research
project (1996-2003) sponsored by the
Center for Research on Education,
Diversity & Excellence (CREDE). ”
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And . . .
Through literature review and with the
collaboration of practicing teachers,
researchers identified features of
instruction present in high-quality
sheltered lessons to generate the SIOP
Model. The model was refined over
multiple years of field testing and consists
of eight components and 30 features that
are explained in the book . . .
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Center for Applied Linguistics
www.cal.org
J. Echevarria, M. E.
Vogt,, & D. J. Short.
(2004)
Making Content
Comprehensible
for English
Learners: The
SIOP Model
Boston: Pearson
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The eight components are . . .
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Lesson preparation
Building
background
Comprehensible
input
Strategies
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Interaction
Practice & application
Lesson delivery
Review & assessment
Teachers trained in this model . . .
. . . learn to plan and deliver lessons that
incorporate these techniques consistently.
and, thus help English learners to develop
their academic English skills while learning
grade-level content.
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Research & Development Projects Related
to the SIOP Model. Online at
http:// www . cal . org / siop / index . html
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The Effects of Sheltered Instruction on the
Achievement of Limited English Proficient
Students
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The SIOP Model for Making Content
Comprehensible for English Learners:
Professional Development Videos and
Facilitator's Manual
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Online research cont’d . . .
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SIOP Model Research and Professional
Development for Secondary English
Language Learners
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Optimizing Educational Outcomes for
English Language Learners
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Now before going into more detail,
watch a short video, which…
will briefly review the background of SIOP
and its eight components.
(Video: Helping English Learners Succeed: An
overview of the SIOP Model. Center for Applied
Linguistics. www. cal. org / crede / pubs
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The Sheltered Instruction Observation
Protocol (SIOP)
Total points possible: 120 (subtract 4 points for
each NA (“not applicable”) given
Directions: Circle the number that best reflects
what you observe in a sheltered lesson. You
may give a score from 0-4 (or NA on selected
items). Cite under “Comments” specific
examples of the behaviors observed.
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Scoring
4 Highly evident
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2 Somewhat evident
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0 Not evident
NA
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I. Preparation
1. Clearly defined content objectives for
students
2. Clear defined language objectives for
students
3. Content concepts appropriate for age
and educational background
4. Supplementary materials used to a high
degree making the lesson clear and
meaningful (e.g. graphs, models, visuals).
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I. Preparation
5. Adaptation of content to all levels of
student proficiency
6. Meaningful activities that integrate
lesson concepts (e.g. surveys, letter
writing
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II. Instruction
Building background
7. Concepts explicitly linked to students’
background experiences
8. Links explicitly made between past
learning and new concepts
9. Key vocabulary emphasized (e.g. written,
repeated, highlighted)
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II. Instruction
Comprehensible input
10. Speech appropriate for students’
proficiency level (e.g. slower rate and
enunciation, and simple sentences for
beginners)
11. Explanation of academic tasks clear
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II. Instruction
12. Uses a variety of techniques to make
content concepts clear (e.g. modeling,
visuals, hands-on activities,
demonstrations, gestures, body language)
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II. Instruction
Strategies
13. Provides ample opportunities for
students to use strategies (cognitive,
metacognitive, social / affective).
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II. Instruction
14. Consistent use of scaffolding techniques
throughout lessons, assisting and
supporting student understanding such
as think-alouds.
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II. Instruction
15. Teacher uses a variety of questions
types, including those that promote
higher-order thinking skills throughout
the lesson (e.g. literal, analytical,
interpretive questions).
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II. Instruction
Interaction
16. Frequent opportunities to interaction and
discussion between teacher / student and
among students, which encourage
elaborated responses about lesson
concepts
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II. Instruction
17. Grouping configurations support
language and content objectives of the
lesson
18. Consistently provides sufficient wait time
for student response
19. Ample opportunities for students to
clarify key concepts in their first language.
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II. Instruction
Practice / Application
20. Provides hands-on materials and / or
manipulatives for students to practice
using new content knowledge
21. Provides hands-on activities for students
to apply content and language
knowledge in the classroom
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II. Instruction
22. Uses activities that integrate all
language skills (i.e. reading, writing,
listening, speaking)
Lesson delivery
23. Content objectives clearly supported by
lesson delivery
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II. Instruction
24. Language objectives clearly supported
by lesson delivery
25. Students engaged approximately 90% to
100% of the period
26. Pacing of the lesson appropriate to the
students’ ability level
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III. Review / Assessment
27. Comprehensive review of key
vocabulary
28. Comprehensive review of key content
concepts
29. Regularly provides feedback to students
on their output (e.g. language, content,
work)
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III. Review / Assessment
30. Conducts assessments of student
comprehension and learning of all
lesson objectives (e.g. spot checking,
group response) throughout the lesson
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Now, watch one more short video segment.
Which elements of SIOP do you observe?
From www.learner.org
Teaching Reading K-2: “Thalia Learns the
Details” (Student case study No. 4)
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Summary of video segment 2
In the beginning of the school year, Thalia Valdez
is just beginning to get excited about letters. She
attends kindergarten at the bilingual AMIGOS
school in Cambridge, Massachusetts. With the
support and guidance of her teacher, Jim St. Clair,
Thalia steadily learns the details of the basics of
reading and writing such as one-to-one word
correspondence, letter sounds, and left-to-right text.
She uses her fine motor skills in adding text to her
inventive drawings.
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Online resources
Welcome to SIOP Central! (CAL)
www.cal.org/siop/index.html
 CREDE: Center for Research on
Education, Diversity, and Excellence
www.crede.org
 Annenberg / CBS education series
www.learner.org
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Resources cont’d . . .
Center for Applied Linguistics
www.cal.org
 “ESL Infusion” (Ontario Institute for
Studies in Education-OISE)
http://eslinfusion.oise.utoronto.ca
 SIOP Institute
www.siopinstitute.net
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More resources . . .
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Teaching Reading K-2: A Library of
Classroom Practices (Annenberg/CPS)
http://www.learner.org/resources/series16
2.html
The Learning Classroom: Theory into
Practice (Annenberg/CPS)
http://www.learner.org/resources/series17
2.html
The end
Contact information:
Prof. Melvin R. Andrade
[email protected]
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