Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

SIOPize yourself...

Sheltered Instruction Observation Protocol
by

Jared Pangier

on 1 October 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of SIOPize yourself...

8 components
S.I.O.P.
Component #4: Strategies
Component #2: Building Background
Goal: For students to become more independent in self-monitoring learning strategies, which were first taught explicitly by the teacher.
Component #3: Comprehensible Input
...use speech that is appropriate to the students' language proficiency level.
Schema: a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information.
30 features
Sheltered Instruction Observation Protocol
Component #5: Interaction
ELL Students Need Practice Speaking
Component #6: Practice and Application
“For the things we have to learn before we can do them, we learn by doing them.”
-- Aristotle, The Nicomachean Ethics
Component #1: Lesson Preparation
Making Connections
Component 8: Review & Assessment
1) What was learned?
2) What wasn't?
3) How can we review & assess that effectively?
Component 7: Lesson Delivery
Content - what?
provide focus
provide structure
make purpose clear
point of evaluation
1) Lesson Prep.
2) Building Background
3) Comprehensible Input
4) Strategies
5) Interaction
6) Practice & Application
7) Lesson Delivery
8) Review & Assessment
Gradual Release of Responsibility Model
Objectives
Content - what students will learn
Language - how students will learn
4 domains of language:
listening
speaking
reading
writing
(bonus) thinking
posted
spoken
Content Objectives
Language Objectives
4/29/2013
Agenda
Explain to a peer what SIOP is, how it is used, and why it is valuable
Begin formulating plans to focus more on language modalities
Discuss the difficulties of learning in a second (or 3rd) language
Journal on ways you use or plan to use SIOP components in your classroom
Discuss your thoughts with a colleague
Restate the Components of SIOP
SIOP Introduction (Value)
SIOP overview (components & examples)
Individual Journal Reflecting
Discuss thoughts in pairs
Reflect on your learning today
Adaptation of Content
Simplify without watering down
Age appropriate
Suitable for background
Supplementary Material
Graphic Organizers
Teacher-prepared Outlines
Music to reinforce content
Meaningful Activities
Hands-on
Discovery based
Collaborative and Individual Components
Collaborative Projects
Discovery Projects
http://english1.jaredpangier.com/home/projects
http://english8.jaredpangier.com/home/class-notes/gd-discovery-projects
Concepts must be directly related to the students' background experiences (personal, cultural, or academic)
1) Contextualize Key Vocabulary
2) Vocabulary Self-Selection
3) Personal Dictionaries or Glossaries
ANSWER: Vocabulary.com
http://english1.jaredpangier.com/home/vocabulary
4) Content Word Wall
speak slowly
enunciate clearly
repeat more frequently
adjust speech as needed
The teacher should...
...be visual
gestures
body language
accompanying pictures
...explain academic tasks clearly
sequential step-by-step instructions
demonstrate when needed
allow students to explain to the group
paraphrase and repeat when necessary
...scaffold
Verbal:
restate student response
use "think aloud" strategies
reinforce contextual definitions by restating a term and giving its context or definition.
Procedural:
explicit teaching
modeling
practicing
application
promote collaboration among students
...scaffold
...question
vary questions
ask open-ended questions for true discussion
Routine
http://english1.jaredpangier.com/home/important-documents
Additionals
Wait time (up to 20 seconds)
Clarifying key concepts in L1
Discuss and Do (hands-on)
Review Key Vocabulary
Think Aloud
Create an "I wonder" chart
Previewing and predicting strategies
Summarizing Strategies
Relate summaries back to "I wonder" and predictions
The New Order
Prompt, question, and push for elaboration to
promote higher order thinking skills (Bloom's Taxonomy)
Graphic Organizers
Illustrations of new learning
A gallery walk to respond to question or topic
Websites/student portfolios with reflection
http://ewriting2.jaredpangier.com/
Don't be a "Yes, teacher"- encourage elaboration
"Tell me more about that."
"What do you mean by...?"
"What else...?"
"How do you know?"
"Why is that important?
Teacher reword: "In other words...is that right?"
Mix it up! - use at least 2 different grouping strategies each lesson!
Whole class
Flexible small groups
Partnering
Wait time... it takes time to digest!
Have more advanced students write answers first
Think-Pair-Share
Get rid of interruptions - let students think in peace
Clarify Key Concepts
Use first language when possible
Use native language texts, dictionaries, and word lists as tools
Cooperative Learning Ideas
Give each student a role!

The 7-Songs Historical Fiction Musical Project
What challenges do ELL face in your classroom?
How do you assist ELL to overcome them?
"[I do not] carry such information in my mind since it is readily available in books. ...The value of a college education is not the learning of many facts but the training of the mind to think." --Einstein
http://english1.jaredpangier.com/home/projects
We just finished one very difficult project. I think we all learned much in this project, like cooperate. This time everyone have to get together and made a thing out. Different from before that we do something by ourselves, so cooperation is very important. I have more experience in presenting after this, it help me improve a lot. I also learned from my classmates. We got different work in this project, so I can see how and what others do to make their part perfect. After finishing this 7 song project, I found two things that I need to improve, first is the presenting part, it should be louder and more vivid; second is the analyzing part, I should do it more deep. I may try do these better next time.
Student Reflections on Project
Hands-on!
Students need
...
multiple opportunities to practice
relevant, meaningful ways to practice a concept
"hands-on" experiences and concrete manipulatives.
Teachers should...
divide content into meaningful short chunks
keep practice time short (10-15 minutes)
schedule frequent practice time
review material periodically
give immediate feedback
Application
Learning Journals
Review games
Students teach students
Socratic Circles
Collaborative Projects
Integrate Language Modalities
Connections between abstract and concrete concepts are best made when language processes are incorporated and integrated during practice and application.
I enjoy having group project compare to single project. It separates the work and made us work together.
1)
2)
In quarter 3 what i like the most is the 7 Songs. The reason i said that i like the project 7 Song is because it is the only project that we as a class finish it together in one group. It amazes me that boys and girls don't normally talk is talking and working together for the first time.
3)
Something new I have improved on this quarter is working with my peers. The Seven Songs Project allowed me to cooperate with my classmates. I have gotten closer to them and I'm more comfortable working together as a class. Also, since I was director of the project, I have become a much more neat and organized person. I can now organize my time and plan ahead to get things done in an orderly fashion.
4)
http://ewriting2.jaredpangier.com/home/my-writing/how-to-project
Support Objectives Engagement Levels Pacing Adjustment
Language - how?
Give opportunities to use all 5 modalities
Quick enough to hold interest
Not so quick to hamper understanding
Effective levels: 90-100%
Activities related to material students will be tested on.
"off-task" activities minimized
making announcements
passing papers
unfocused students
How-to Engage
Well-planned lessons
Clear explanation of academic tasks
Appropriate timings for tasks
Meaningful task
Active student involvement in planning and implementation of activities
Lesson Design meets language proficiency and needs of students
http://mr-pangier-s-pas-forums.1074423.n5.nabble.com/Q3-Archive-tp4103p3806.html
Review of Key Vocabulary
Relate new words to previously learned words with the same pattern or structure
Draw student attention to verb tense, part of speech, and sentence structure
Repeating and reinforcing language patterns so that learning words becomes automatic
https://www.vocabulary.com/lists/24283
Math:
History:
Biology
:
https://www.vocabulary.com/lists/183341#view=notes
https://www.vocabulary.com/lists/143915
Language Patterns:
One common system!
Review of Key Content Concepts
Before, During, After
Informal Summarizing: "Discuss with your partner the three most important things you have learned to this point."
Chunking of information: Lead students in a periodic review of information
Structured Review: Students summarize with partners or in small groups, listing key points
Linking review: Link the review back to content objectives to ensure a focus on essential concepts.
Final Review: Allow students to ask questions to clarify their understanding
Assessment of Learning
Assessment -
Evaluation -
"the gathering and synthesizing of info RE student learning"
"making judgments about student learning"
Formative vs. Summative
on-the-spot & on-going
real life context
multidimensional (writing, interviews, drawings, observations, projects, group responses)
uses rubrics to define levels of learning
categorized or report card to indicate strength and weaknesses
Reflection:
What SIOP elements from this component do you currently use in your teaching?
What SIOP elements from this component do you want to use in future teaching?
What are you unsure of/disagree with?
Reflection:
Final Reflection:
Restate the 8 SIOP components and write your plan for adding the 5 modalities of language to your teaching!
Full transcript