SHELTERED INSTRUCTION OBSERVATION PROTOCOL 8 components 30 features

SHELTERED INSTRUCTION OBSERVATION PROTOCOL 8 components 30 features • SIOP is a framework for organizing instruction • Scientifically validated model of sheltered instruction that makes content comprehensible for ELs while developing their English language proficiency

Eight Components 1. Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment 2

Component 2: Building Background • Concepts linked to background experiences • Links between past learning and new concepts • Key vocabulary emphasized 3

Component 3: Comprehensible Input • Speech appropriate for students’ proficiency level • Clear explanation of academic tasks • A variety of techniques used to make content concepts clear 4

Component 4: Strategies • Ample Opportunities for Students to use Strategies (teacher/student) • Scaffolding • Varied questioning techniques to develop HOT skills 5

AMPLE OPPORTUNITIES TO USE LEARNING STRATEGIES The purpose of the SIOP Strategies component is to examine our strategy instruction, not just the strategies that we employ. The purpose of strategy instruction is to help students to access memory, make connections, solve problems, and monitor their own learning.

LEARNING STRATEGIES Cognitive: Metacognitive: Rereading Predicting Highlighting Reading Taking Aloud notes Mapping information Finding key vocabulary Mnemonics / Inferring Self-questioning Monitoring / clarifying Evaluating Summarizing Visualizing

Scaffolding Models ing s Increa nde e p e d In nce Teach Model Practice Apply Whole Class Small Group Partners Independent Work Teacher Centered Teacher Assisted Peer Assisted Student Centered

Variety of Questions to promote higher-order thinking Conversational Proficiency Knowledge Comprehension Application Analysis Synthesis Evaluation Academic Proficiency Dr. J. Cummins

BLOOM’S TAXONOMY Evaluation: Determining value and providing a rationale for the response. Must go beyond the individual’s opinion Synthesis: Creating something new from the “parts” Analysis: Breaking the concept into component parts and examining/explaining the parts. Application: Demonstrating knowledge by applying concepts to one’s own life Comprehension: Basic understanding of concept (e. g. , providing definitions) Knowledge: Simple recitation of information

A Variety of Questions to promote higher-order thinking 80% of questions teachers ask are at the literal or knowledge level Higher level questions require learners to elaborate and help improve their ability to speak and use the vocabulary they’ve learned

WRITING HOT QUESTIONS Use your standard. Write six questions or tasks related to the topic, one at each level of the taxonomy OR four questions, one for each QAR Type. Bloom’s Taxonomy QAR Evaluation Right Synthesis Think Analysis Application Comprehension Knowledge There & Search Author On & Me My Own

WHIP AROUND STRATEGY On a piece of paper, record four things that you learned about Component 4: Strategies. Please work by yourself. After recording your ideas, please stand. Each person should state one thing from his/her list. If you hear something from your list, put a check next to it. When all your ideas have been crossed off, please sit down.

TEACHING CHALLENGE & SUMMARY Teach students thinking strategies to facilitate their learning of your subject Scaffold learning so that all learners can be more successful Increase higher-order thinking questions (Blooms, QAR)

Component 5: Interaction • Frequent Opportunities for Interaction/discussions • Grouping Configurations • Sufficient Wait Time • Clarifying Concepts in L 1

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FREQUENT OPPORTUNITIES FOR INTERACTION / DISCUSSION Research shows that classes are characterized by excessive teacher talk When students were asked to respond, it was usually only simple recall statements Students learn more when participating fully, discussing ideas/information ELs need the most opportunities to practice using English language Encourage elaboration – “what do you mean by, ” “What else…”

GROUP CONFIGURATIONS In many schools, ELs are grouped in low ability groups regardless of ability. In “low” groups, teachers… …talk more; ask lower-level questions; cover less; …spend more time on skill and drill; provide fewer opportunities for leadership & independent research; …encourage more oral than silent reading; teach less vocabulary; allow less wait time; …spend twice as much time on behaviors

WHY USE INTERACTION? Students may feel more comfortable with other students (e. g. no ‘stupid’ questions) One of the best methods of gaining clearer, long-lasting understanding is explaining to someone else We learn more from doing than hearing

WHY USE INTERACTION? Interaction allows students to capitalize on other’s Life experiences Knowledge capabilities Diverse backgrounds Personalities Interests

WAIT TIME Varies by culture from overlap to minutes between utterances Have advanced students write answers during wait time Allow students to use 50 -50 or “Phone a friend” “Think it in your head first, then. . . ”

F 19 - KEY CONCEPTS CLARIFIED IN L 1 Bilingual aide Peer Use of materials written in student’s native language Captions Websites that offer translations – all have limitations! Free Translation World Lingo Other?

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