Transcript Interaction

®
The SIOP Model
INTERACTION
Content Objectives
We will
• Select from a variety of activities that
promote interaction to incorporate into
lesson plans.
• Design grouping patterns that support
lesson content and language objectives.
• Identify strategies to increase wait time.
Language Objectives
We will:
• Use a common response expression such as I
agree…., I think…. I don’t understand…., I believe
etc.” during group activities to describe strategies
that reduce the amount of teacher talk in a lesson.
• Use appropriate phrases to add ideas to a
common list (another idea…how about…, another
option..) to explain how students might use their
native language to clarify concepts.
Interaction Features
Frequent
Opportunities
for Interaction
Grouping
Configurations
Clarify
Key Concepts
in L1
Sufficient
Wait Time
Clock Buddies
Brainstorm
Interaction in the SIOP Classroom
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Benefits of Interaction
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Increases use of academic language
Improves quality of student talk
Encourages elaborated responses
Provides “oral rehearsal”
Helps individualize instruction
Encourages reluctant learners to participate
Allows for written interaction with dialogue journals
• Promotes a positive social climate
Activity: Table Discussion
Teacher comment:
“My content is so packed that I can’t cover
everything if I allow student talk. Lecture
is the best way to ensure I’m where I need
to be to complete all objectives before the
test”.
National Literacy Panel on Language
Minority Children and Youth
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Reading comprehension and writing are
positively correlated with oral language
proficiency
+
August & Shanahan, 2006b
Interaction Features
Frequent
Opportunities
for Interaction
Grouping
Configurations
Clarify
Key Concepts
in L1
Sufficient
Wait Time
Interaction
 “It can be particularly tempting for
teachers to do most of the talking
when students are not completely
proficient in their use of English, but
these students are precisely the ones
who need opportunities to practice
using English the most”
 Echevaria, Vogt, & Short, 2010
Teacher/Student
 Dialogue Journals
 Instructional Conversations
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Tell me more
What else?
How do you know?
Why is that important?
What does that remind you of?
What do you mean by …?
 Class Discussion
Student/Student
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Upside Down Pyramid
Think-Pair-Share
Trade/Trade/Share
Inner/Outer Circle
Frozen Moment
Dinner Party
Find Your Match
Gallery Walk
Example:
Cooperative Learning Activities
- Information gap activities
- Jigsaw
- Four corners
- Numbered heads together
- Roundtable
- Questionnaires &
interviews
- Three-step interview
- Story summaries
- Literature study groups
- Writing headlines
- Science & math
investigations
- Think-pair-share
Interaction Features
Frequent
Opportunities
for Interaction
Grouping
Configurations
Clarify
Key Concepts
in L1
Sufficient
Wait Time
Grouping Configurations
 Different Types of Group Configurations
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Individual Work
Pairs
Triads
Small groups of four or five
Whole group
Gender
Language proficiency
Ability
 How are the groups picked
 Random
 Voluntary
 Teacher Assigned
Why do teachers shy away
from using cooperative learning
in their classrooms?
How can we make teachers more confident
using cooperative learning activities?
 Set group norms
 Model expectations/inappropriate
behaviors
 Set guidelines about use of L1
 Set a scoring system
 Recognize successful teams
 Teacher created groups
 ???
Activity: Jigsaw Reading
• Count off from 1-4 & Move to your group
• #1 – read Making Content Comprehensible, Feature 17
p.153-156
• #2 – read/discuss the WIDA Focus bulletin, Group Work
for Content Learning, in your handout p.1-3, 8
• #3 – read/discuss the WIDA Focus bulletin, Group Work
for Content Learning, in your handout p.4-5
• #4 – read/discuss the WIDA Focus bulletin, Group Work
for Content Learning, in your handout p.6-7
Whole-Group Debrief
• What do the CCSS and NGSS say about student
communication?
• What are perspectives from second language
acquisition theory?
• What are key elements of effective group
work?
• Now that you know this, what are you going to
consider when grouping your students?
Interaction Features
Frequent
Opportunities
for Interaction
Grouping
Configurations
Clarify
Key Concepts
in L1
Sufficient
Wait Time
Think about it…
• Do you give students sufficient wait time to
respond?
• Do you complete their sentences?
• Do you call on a different student before
allowing the first student that you called on an
opportunity to respond?
Why Wait?
ELs need time to translate, often in their head
Share out ways to “wait”
• Wait 7-10 seconds before moving on
• Rephrase question so less language work
• Allow students to write answers while waiting
for one student to respond
• Build in wait time: “On the count of 3 we will
all respond.”
Interaction Features
Frequent
Opportunities
for Interaction
Grouping
Configurations
Clarify
Key Concepts
in L1
Sufficient
Wait Time
‫ﻩﺩﺭ‬
Using First Language Support
Materials
Activity: Think-Pair-Share
When, how, and why do you use the
students’ native language to clarify
concepts?
First Language Support
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Encourage students to use L1 at appropriate times
Train bilingual paraprofessionals
Obtain native language materials (for support)
Organize peer tutoring /buddy programs
Promote parent/student discussion in L1
Use dictionaries (use caution with online translators)
 bilingual dictionaries
 native language dictionaries
Sample SIOP Lesson Plan
Owning Interaction
Continue to write a lesson plan you can use including
the features of Interaction
•
Frequent opportunities for interaction
•
Grouping configurations support objectives
•
Sufficient wait time for student responses
consistently provided
•
Ample opportunities for students to clarify
key concepts in L1
Content Objectives
How did we:
• Select from a variety of activities that
promote interaction to incorporate into
lesson plans
• Design grouping patterns that support
lesson content and language objectives
• Identify strategies to increase wait time
Language Objectives
How did we:
• Use a common response expression such as I
agree…., I think…. I don’t understand…., I believe
etc” during group activities to describe strategies to
reduce the amount of teacher talk in a lesson
• Use appropriate phrases to add ideas to a common
list (another idea…how about…, another option..)
to explain how students might use their native
language to clarify concepts