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SIOP: Sheltered Instruction Observation Protocol. Dr. Kelly Bikle Winter 2008. Welcome!. Please grab a marker and begin our opening activity:
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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/englangdev-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
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, self-monitoring 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? • 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?)
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 • 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 • I think…. • I wonder…. • I feel…. • I wish… • I…..