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 SIOP Workshop 2008 Eight Components 1. Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment ASD ESL Department

Component 2: Building Background SIOP Workshop 2008 Component 2: Building Background Concepts linked to background experiences Links between past learning and new concepts Key vocabulary emphasized ASD ESL Department

Component 3: Comprehensible Input SIOP Workshop 2008 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 ASD ESL Department

Component 4: Strategies SIOP Workshop 2008 Component 4: Strategies Ample Opportunities for Students to use Strategies (teacher/student) Scaffolding Varied questioning techniques to develop HOT skills ASD ESL Department

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

Scaffolding Models Teacher Centered Teacher Assisted Peer Assisted Increasing Independence Teach Model Practice Apply Small Group Teachers often miss the peer assisted and the student centered – this is where academic language acquisition occurs. Another way to promote independence is asking questions that promote critical thinking . . . Bloom has been around for a long time (1956 is when he and his colleagues introduced a taxonomy that include the level of questioning) Whole Class Partners Independent Work Teacher Centered Teacher Assisted Peer Assisted Student Centered

Conversational Proficiency Variety of Questions to promote higher-order thinking Conversational Proficiency Knowledge Comprehension Application Analysis Synthesis Evaluation Many teachers make the mistake of thinking that students are fluent because they have good conversational proficiency. Semantic Meaning: the meaning of the words / different meanings of words. Functional Meaning: how and when the words are used. “For English learners to succeed, they must master not only English vocabulary and grammar, but also the way English is used in core content classes . . . ‘academic English’. . . Lower grades this includes learning specific skills like: turn-taking, participation rules, established routines . . . EL need to be socialized into culturally appropriate classroom behaviors and interaction styles. 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 Evaluation Synthesis Analysis Application Comprehension Knowledge QAR Right There Think & Search Author & Me On 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 L1

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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...”

F19 - Key concepts clarified in L1 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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