Transcript The SIOP MODEL “Sheltered Instruction Observation Protocol”

The SIOP MODEL
“Sheltered Instruction
Observation Protocol”
TTWELL Grant: Summer Institute May
12-13, 2008
Elke Schneider, Ph.D.
OUTLINE
What is SIOP?
 What are its components?
 What struggle teachers with most?
 What are essential Lesson Plan
components?
 What are research findings on which
SIOP is based?
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Basis of SIOP
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“ …educators have begun to realize
that the mastery of academic
subjects is the mastery of their
specialized patterns of language
use, and that language is the dominant
medium through which these subjects
are taught and students’ mastery o
them tested.” (Lempke, 1988, p.1)
What is SIOP?
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S = Sheltered
I = Instructional
O = Observation
P = Protocol
SIOP was started by Echevarria & Short in the
late 1980s and has been fine-tuned since.
COMPONENTS:
 Lesson planning and delivery guidelines
 Teacher observation
GOAL: assist teachers in improving their
adaptations for ELLs in L2 taught classes.
What is SIOP?
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Sheltered instruction is
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one of the instructional models that uses English
only.
Not a set of additional or replacement
instructional techniques for the content area
classroom with native speakers.
An instructional form to extend time ELLs have
for language support services while providing
content area information required for graduation.
Wide-spread and exists in many variations
What is SIOP?
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Sheltered instruction includes strategies
such as
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Cooperative learning,
Explicit, targeted vocabulary development
Slower speech with clear enunciation and fewer
idiomatic expressions
– Visuals, demonstrations and hands-on learning
– Text adaptations
– Homework adaptations
– Supplementary materials
What is SIOP?
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Sheltered instruction includes strategies
such as
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Cooperative learning,
Explicit, targeted vocabulary development
Slower speech with clear enunciation and fewer
idiomatic expressions
– Visuals, demonstrations and hands-on learning
– Text adaptations
– Homework adaptations
– Supplementary materials
SIOP: Lesson Plan & delivery
features
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Standards & Theme
Measurable Content objectives
Measurable language objectives
Explicit listing of key vocabulary
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Highlight word patterns and their meanings (Ida Ehrlich
(2001). Instant Vocabulary, Penguin Books)
Differentiate between function/processing words and
content words
Word sorts with and without pictures for content vocabulary
Pre-select key vocabulary (5 by 5)
Personal dictionaries (multilingual0
Word walls with content vocabulary and images
SIOP: Lesson Plan & delivery
features
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Explicit listing of key vocabulary cont.
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Concept definition maps
Generate words that carry a particular pattern (groups)
Self-assessment of word knowledge
Vocabulary games (see website: www.linguisystems.com)
Word study books
Explicit listing of supplemental materials
 Within instructional sequences: content
adaptations
SIOP: Lesson Plan & delivery
features
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Content adaptations:
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Graphic organizers
Outlines (culture-sensitive for linearly and circularly
processing students)
Leveled study guides
Highlighted texts
Taped texts
Adapted texts (Dr. Costner’s presentation)
Jigsaw text reading
Marginal notes
Texts in ELLs’ L1
SIOP: Lesson Plan & delivery
features
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Lesson Plan Sequence with content
adaptations and ELL-specific scaffolding
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Motivation, pre-knowledge activation
Modeling of new content
Scaffolding practice from intense to minimal
guidance
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Paraphrasing
Think-alouds
Reinforce contextual definitions
Provide correct pronunciation by repeating student responses
 Slow down speech, increase pauses, speak in phrases
SIOP: Lesson Plan & delivery
features
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Lesson Plan Sequence cont.
– Review of content by students
– Post lesson assessment of objectives with
ELL adaptations
– Extension/homework
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Reflections
SIOP: Observation Protocol
The following are observation components.
The original protocol contains 30 aspects.
1) Planning, delivery and assessment of not only
content but also language objectives
2) Explicit key vocabulary instruction and
assessment
3) Use of hands-on manipulatives and
multisensory learning
4) Scaffolded instruction of content and ELLsensitive assessment
5) Explicit links between ELL’s prior knowledge and
new information
SIOP: Observation Protocol
6) Explicit clarification of content information
through repetition, gestures, visuals, concrete
learning, films
7) Explicit establishment of learning strategies and
test taking strategies (cognitive, metacognitive)
8) Promotion of HOTS
9) Multiple opportunities to solidify content and
language moving from the oral to the written
media (discussions, interactions -> read, write)
10) Teacher behavior (sufficient wait time, simple
language with clear diction and repetition, pace of
delivery)
SIOP: Observation Protocol in
detail
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Evaluation on the following aspects occurs on a 0-4
scale moving from “highly evident” to “not evident”
A) PREPARATION
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Content objectives
Language objectives
Content concepts
Supplementary materials
Adaptation of content
Meaningful activities
B) BUILDING BACKGROUND
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Concepts explicitly linked
Explicit links between new and previous knowledge
Key vocabulary
SIOP: Observation Protocol in
detail
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C) COMPREHENSIBLE INPUT
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Speech
– Clear explanations
– A variety of techniques
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D) STRATEGIES
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Practice of learning strategies for students
– Scaffolding techniques
– Promotion of HOT
SIOP: Observation Protocol in
detail
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E) INTERACTION
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Interaction and discussion
Grouping configurations
Wait time for student responses
Clarifying key concepts in L1
F) PRACTICE
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Hands-on materials
Activities that integrate language and content
knowledge
Activities that integrate all 6 ELA components
(read, write, listen, speak, view, represent)
SIOP: Observation Protocol in
detail
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G) LESSON DELIVERY
– Content objectives delivered
– Language objectives delivered
– Students engaged 9-100% of time
– Pacing lesson delivery
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H) REVIEW-ASSESSMENT
– Comprehensive review of key vocabulary
– Comprehensive review of content concepts
– Feedback on student output regarding language,
content and work
– Assessment of student comprehension and
learning
Selected references
Echevarria, J. & Graves, A. (2003).
Sheltered instruction:Teaching English
language learners with diverse abilities.
Boston: Allyn & Bacon.
 Echevarria, J. & Short, D. (2003). The
effects of sheltered instruction on the
achievement of limited English
proficient students. Retrieved on 4-2008 from http://www.cal.org/crede/si.htm
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Selected references
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Echevarria, J., Short, D., Vogt, M. (2008).
Implementing the SIOP model through effective
professional development and coaching. Boston:
Allyn & Bacon.
Echevarria, J., Vogt, M., & Short, D. (2004). Making
content comprehensible for English language
learners: The SIOP model. Boston: Allyn & Bacon.
Short, D., & Echevarria, J. (2004). Teacher skills to
support English langauge learners. Educatoin
Leadership, 62 (4), 8-13.
Short, D., Hurdic, J. & Echevarria, J. (2002). Using
the SIOP model: Professional development manual
for sheltered instruction. Washington, DC: Center for
Applied Linguistics.