Interactions SIOP Component #5

1. InteractionsSIOP Component #5

2. Graffiti Walk You will have 5 minutes to write as much as you can remember about your assigned component. Try to include all of the features of that component and additional information or activities exemplify putting that component into action. Then we will hang your posters around the room and you can meander around and read each poster. As you walk around please have a pen or marker in had as you will need to write a comment and sign your initials on each groups poster.

3. Stephen Krashen’s 5-pronged theory of Language Aquisition • 1. Language acquisition is a subconscious and intuitive process much like how children pick up their first language. • 2. The monitor: If students learn language through rules rather than naturally fluency will be delayed. • 3. The natural order of acquisition: ELs will first acquire that which has the most meaning, form comes later. • 4. Providing comprehensible input – to acquire language. • 5. The affective filter: a cognitive shut-down if anxious.

4. Our Objectives for today: Content Objectives: • I can identify the fifth component of SIOP and the four features of this component. • I can identify specific techniques that a teacher can use to facilitate interaction in the classroom. • I can explore how grouping can facilitate interaction. • I can discover why wait time and clarification of concepts in a students’ first language is helpful for English learners.

5. Our Objectives for today: Language Objectives: • I can name and describe the four features of this component. • I can list 3 techniques that a teacher can use to facilitate interaction in the classroom. • I can write 2 – 3 sentences reflecting on my current use of groupings in my classroom and elaborate on how today’s presentation has affirmed or changed my thinking. • I can orally explain why wait time and clarification of concepts in a students’ first language is helpful for English learners.

6. Learning is more effective when students have an opportunity to participate, fully-discussing ideas and information.

7. Sheltered Instructional Observation ProtocolS.I.O.P. – 8 Components, 30 Features • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

8. TPR #16 – Frequent Opportunities for Interaction and Discussion Interaction accesses the thought processes of another and solidifies one’s own thinking. (Elem. SIOP) As students discuss terms, they are encoding the information into their own words; this allows the students to have a deeper understanding of the word and it increases the chance that the information will be stored into permanent memory. (Marzano, 2004) Chapter 6, #1

9. Instructional Conversations (IC) • An interactive approach–where there is more balance in student talk and teacher talk –is effective in promoting meaningful language learning opportunities for ELs. • Instructional conversations provide a context for learning in which language is expressed naturally through meaningful discussion. p. 124 Elem. SIOP

10. Contrast Typical Instruction with Instructional Conversations (I.C.) p. 124 Elem. SIOP • Typical Instruction • Teacher-centered • Exact, specific answers evaluated by the teacher • No extensive discussion • Skill-directed • Easier to evaluate • Check for understanding • Mostly literal level thinking and language use. • Instructional Conversation • Teacher facilitates • Many different ideas encouraged • Oral language practice opportunities using natural language • Extensive discussion and student involvement • Draw from prior or background knowledge • Student level of understanding transparent • Fewer black and white responses • Mostly higher level thinking and language use.

11. Extending Student Responses • Tell me more about that… • What do you mean by…..? • What else…. • How do you know……? • Why is that important? • What does that remind you of? • “It is easy to imagine how students could become disinterested, passive learners in a class in which the teacher accepts minimal participation and does the majority of the talking.” (p.125 Elem SIOP)

12. Fostering Interaction Student-Student • Putting students in pairs, triads and small groups • Types of activities that encourage “table talk” • Literature circles, think-pair-share, jigsaw readings, debates, science or math experiments. Student-Teacher • Dialogue journals, pen-pals, blogging, email (p.125 Elem SIOP)

13. Give One, Get One What interaction activities do you use… A

14. TPR # 16 –Grouping Configurations • To maximize achievement, a balance is necessary between whole-group and small group learning in the classroom. • Organizing students into smaller groups for instructional purposes provides a learning context that whole-group teacher-dominated instruction doesn’t offer. p. 131 Elem SIOP

15. Benefits of Varied Groupings • When students are working in small-guided instruction groups, the teacher can easily differentiate to meet the students’ needs regarding: skill focus, language development, and/or assessment of the student’s progress. • Moving from whole group to cooperative groups or partners adds variety to the learning situation and increases student involvement in the learning process. • Diversifying classroom configurations - whole group, to small group, to pairs to individual work - allows students to learn new information, discuss it and process it. p. 131 - 132 Elem SIOP

16. A Structure For Successful Instruction Fisher & Frey 2008

17. Chunk and Chew •Write 2 – 3 sentences reflecting on your current use of groupings in your classroom and elaborate on how today’s presentation has affirmed or changed your thinking.

18. TPR #18 – Sufficient Wait Time is Provided • Many teaches in U.S. schools are uncomfortable with the silence that follows their questions or comments, and they immediately fill the void by talking themselves. • This is problematic for English language learners as they need extra time to process questions in English, think of an answer in their second language, and then formulate their responses in English. p. 133 Elem SIOP

19. Balance Between Wait Time And Moving A Lesson Along • Impatient students can write down their responses while waiting and then check their answers against the final answer. • A way to help ELs who are unsure of an answer or are unable to articulate it well might ask to choose between these options made popular by television: • “50-50”:Students can choose between two possible answers provided by the teacher. • Phone a Friend: Students can ask a classmate for help. p.134 Elem SIOP

20. TPR #19 – Clarifying Concepts in the Students L1 (first language) Although SIOP instruction involves teaching subject-matter material in English, children should be given the opportunity (when available and needed) to have concepts or assignments explained in their L1. p. 134 Elem SIOP Explain to a neighbor why wait time and L1 clarification is helpful for English learners.

21. TPR Review The Features of Interaction • Feature # 16: Frequent Opportunities for Interaction and Discussion • Feature #17: Grouping Configurations Support Language and Content Objectives for the Lesson • Feature # 18: Sufficient Wait Time for Student Responses • Feature # 19: Opportunities for students to clarify concepts in their L1

22. Did we meet our objectives for today? (Rate Yourself with a fist of five) • Content Objectives: • I can identify the fifth component of SIOP and the four features of this component. • I can identify specific techniques that a teacher can use to facilitate interaction in the classroom. • I can explore how grouping can facilitate interaction. • I can discover why wait time and clarification of concepts in a students’ first language is helpful for English learners.

23. Did we meet our objectives for today? (Rate Yourself with a fist of five) • Language Objectives: • I can name and describe the four features of this component. • I can list 3 techniques that a teacher can use to facilitate interaction in the classroom. • I can write 2 – 3 sentences reflecting on my current use of groupings in my classroom and elaborate on how today’s presentation has affirmed or changed my thinking. • I can orally explain why wait time and clarification of concepts in a students’ first language is helpful for English learners.