Transcript SIOP: Sheltered Instruction Observation Protocol

SIOP:
Sheltered Instruction
Observation Protocol
Dr. Kelly Bikle
Winter 2008
Welcome!
Please grab a marker and begin our opening
activity:
Around the room you will see questions on
poster paper. Please read the questions, and
write your reactions, responses, ideas,
additional questions, etc. Read all the
questions and respond to as many as you
like. Please talk about your ideas with
colleagues responding to the same question.
CAELD/TESOL Standards
• CAELD Standards:
http://www.cde.ca.gov/re/pn/fd/documents/englangde
v-stnd.pdf
• TESOL Standards:
http://www.tesol.org/s_tesol/seccss.asp?CID=113&DID=
1583
Linguistically Diverse
Classrooms: Ideas
• For ELLs, go deep with the most critical concepts
from the unit. Plan to cover less in the beginning of
the year per unit and gradually increase the amount
of information over the course of the year. Use
differentiation strategies.
• Incorporate the elements of SIOP and have an
explicit plan for language development. What are the
areas of language that will be the biggest support for
students as they engage with the material in your
class?
Linguistically Diverse
Classrooms (cont.)
• Explicitly teach the strategies you expect students to
use for organization, note-taking, groupwork,
approaches to reading the chapter, etc.
• Plan for how you will expect ELLs to do these
procedures with increasing independence.
• Incorporate principles from heterogeneous
classrooms (secondary) and classroom leadership
(elementary) to build a supportive context for
learning.
Linguistically Diverse
Classrooms (cont.)
• Pace yourself--it’s easy to burn yourself out with
extensive preparation, text rewriting, creating
outlines, scaffolds, etc. Select the most pertinent
short sections from your curricular materials, and
supplement with visuals, demonstrations, technology,
etc. A little can go a long way.
• Plan with a colleague.
• Investigate types of support offered at the grade
level/department, school and district level.
Open Mind Activity
• Think about a time in your academic
career that you felt completely out of
your league, like you didn’t belong or at
least very uncomfortable. What
happened? Did anything occur during
the course of the time to make you feel
differently? What happened and how
did it impact your experience?
Building Background
• Concepts linked to students’
background
• Links between past learning and new
learning
• Developing key vocabulary
Video: Building Background
List the strategies
you see in use to
build student
background.
Questions/reactions
How do these
strategies support the
students?
Novel Ideas Only
• In your group, discuss ways to build
background. Ideas may come from
your own teaching practice, your CT,
your Stanford courses, etc.
• Each person keeps their own list. All
lists in your group should be identical.
Strategies
• Opportunity for students to use strategies
• Consistent use of scaffolding techniques
• Variety of question types, including those that
promote higher-order thinking skills
• NOTE: The Strategies chapter has TONS of
great teaching strategies!!!!!
Strategies
• Metacognitive: Used in planning for learning, selfmonitoring and evaluating achievement.
• Cognitive: Manipulating the materials to be learned
through rehearsal, organization or elaboration.
• Social/Affective: Interacting with others for learning
or using affective control for learning.
• (based on Chamot & O’Malley, 1994)
Strategies: Scaffolding
“Teachers scaffold instruction when they provide
substantial amounts of support and assistance in the
earliest stages of teaching a new concept or strategy,
and then decrease the amount of support as the
learners acquire experience through multiple practice
opportunities” (SIOP, p.100).
Activity: Assessing ELLs
Think about one of the following quesitons:
• How might language impact ELL’s performance on
assessments?
• What can teachers do to support ELLs in developing
the language they need to do well?
• How can teachers assess content knowledge if a
student can’t completely express their understanding
in English?
When you have an idea, please stand up.
What does the process of accommodating
for English Learners on assessments
actually look like?
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Recognize strengths (ideas, thinking) and focus suggestions for improvement on attainable
goals (ZPD)
Provides alternative supplements/mediums of questioning/answering (i.e. listening tapes,
pictures, etc.)
Extra time
Give them multiple ways to show what they know
Close attention to language and language demands
Focus on what kids know, not on areas of language they are still developing
Be very specific in the whole process—let students know exactly what they will need to
know, a clear process
Keeping “hard” vocabulary to <5% on tests
Include helpful pictures/visuals
Teacher can read aloud certain items
Have students rephrase instructions/readings, etc. in their own words
Use some L1
Assessing ELLs:
Recommendations from
researchers
• Test both content knowledge and language
proficiency in L1 and English
• Use a variety of techniques to measure content
knowledge and skills (e.g. portfolios, observations,
anecdotal records, interviews)
• Be clear about the purpose of the assessment (e.g. is
it measuring verbal or written skills? Language
proficiency? Content knowledge?)
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Assessing ELLs:
Recommendations from
researchers
(cont.)
Take student background into account,
including educational experience
• Add context to assessment tasks by
incorporating familiar classroom material
• Mirror learning processes with which students
are familiar from classroom instruction
Assessing ELLs:
Recommendations from
researchers (cont.)
• Match administrative procedures to classroom instructional
practices (e.g. cooperative groups, individual conferences)
• Give extra time to complete or respond to assessment tasks
• Simplify directions in English and/or paraphrase in student’s L1
• Allow students to use dictionaries or word lists
(Adapted from Diaz-Rico, 2004)
Not just good teaching!
• Instruction for ELLs is not only “good teaching”, it is good
teaching PLUS:
– Ability to support ELLs in accessing, participating in and
succeeding with content through lesson design
– Awareness of assessment approaches and accommodations
for ELLs
– Knowledge of second language acquisition research/theory
– Ability to integrate language development into instruction
– A focus on 1) accessing students’ prior knowledge and
educational resources; and 2) identifying and closing gaps in
content knowledge
– Continuing to learn and grow as a professional educator
A word about PACT
Rubric 10, Language Demands:
• Analyze for R/W/S/L demands. Go beyond
vocabulary (Idea: use language objective cheat
sheet handed out in class last time).
• Identify what can your students do with language,
what you anticipate will be challenging. What will you
support and how? Is there anything you will not be
able to support, and how will you work around this?
Rubric 11, Supporting Language Development:
• EXPLICITLY identify scaffolding/support for ELLs.
Explain how scaffolds are likely to support language
development.
Today’s SDAIE Strategies
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Carousel (modified)
3-2-1 Follow-up/summary/questions
Open Mind
Video scaffold--identify focus and graphic organizer
Novel Ideas Only
Stand Up and Share
Outcome sentences
Resources--A Short List
• Chamot, A.U. & O’Malley, J. M. (1994). The CALLA Handbook:
Implementing the cognitive academic language learning approach.
• Echevarria, J. Vogt, M., Short, D. (2004). Making Content
Comprehensible for English Language Learners.
• SIOP Strategies Bookmarks:
http://www.dearbornschools.org/staff/Leaders/bilingual/bilingual.htm
• Graphic Organizer sites (Google for lots more!):
http://www.sdcoe.k12.ca.us/SCORE/actbank/torganiz.htm
http://www.enchantedlearning.com/graphicorganizers/
http://edhelper.com/teachers/graphic_organizers.htm
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm
• See class website for more STRATEGY ideas!
Outcome Sentences
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I think….
I wonder….
I feel….
I wish…
I…..