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Bell Work

Bell Work. Be prepared to share observation if called upon. Welcome Opening Prayer Sharing Observations. The SIOP Model of Sheltered Instruction. Lesson Preparation. Review and Assessment. Building Background. Lesson Delivery. Compre-hensible Input. Practice and Application.

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Bell Work

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  1. Bell Work Be prepared to share observation if called upon. Welcome • Opening Prayer • Sharing Observations

  2. The SIOP Model of Sheltered Instruction Lesson Preparation Review and Assessment Building Background Lesson Delivery Compre-hensible Input Practice and Application Strategies Interaction

  3. Content Objectives I will identify techniques for connecting students’ personal experiences and past learning to lesson concepts. Language Objectives • I will complete a quick write describing how activating prior knowledge and building background differ instructionally. • I will discuss these differences with my colleagues.

  4. Building Background Effective teaching takes students from where they are and leads them to a higher level of understanding. Students learning English must have ample opportunity to use English; to hear and see comprehensible English; and to read, write, and speak English within the context of subject matter learning. It is not only the amount of exposure to English that affects learning, but the quality as well.

  5. F7 Concepts Explicitly Linked to Students Background Experiences Ideas Facts Schemata - Knowledge of the world

  6. Teachers What may appear to be poor comprehension or memory skills may be a lack of experience or schemata for the concept. What is meant by activating prior knowledge? What is meant by building background? 2 minute quick write: How do they differ instructionally? Turn and Talk to your partner and be prepared to share. Buddy Buzz

  7. If your students lack the schemata to understand the concept, three major instructional interventions need to be considered. • Teach vocabulary • Provide experiences • Introduce a conceptual framework (Graphic organizers, outlines, chapter reviews)

  8. Providing Experiences With your partner: Read activities on pg. 57 and be prepared to share strategies that can be used in the classroom to activate prior knowledge or build background.

  9. F8 Links Explicitly Made between Past Learning and New Concepts Current Schemata Teachers must build a bridge between students’ current schemata and new information. New Information

  10. HOW do we build the bridge? • Discussions: “Who remembers what we learned about ______? • Reviewing graphic organizers, class notes, vocabulary, outlines, charts, maps, etc. A review of prior lessons focuses on the key concepts the students should remember.

  11. Introduce a Conceptual Framework • KWL • What I Know • What I Want to know • What I Learned

  12. Content Objectives I will identify techniques for connecting students’ personal experiences and past learning to lesson concepts. Language Objectives • I will complete a quick write describing how activating prior knowledge and building background differ instructionally. • I will discuss these differences with my colleagues.

  13. Assignment Please turn in completed graphic organizer on F7-8 Building Background (10 points) Closing Prayer

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