SIOP: Sheltered Instruction Observation Protocol Dr. Kelly Bikle Winter 2007

Strategies Opportunity for students to use strategies Consistent use of scaffolding techniques Variety of question types, including those that promote higher-order thinking skills

Learning 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)

Activity: Teaching Strategies vs. 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.86).

Gallery Walk As you visit your colleague’s posters, review their activity and ideas for scaffolding. On your post-its make comments on 2-3 posters, stick the comments directly to the poster. In your comments you may ask questions, make suggestions, or record an idea.

Additional SIOP Components Interaction Practice/Application Lesson Delivery Review/Assessment

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

Welcome to the conversation! Thanks for your questions about: –Cultural language –Differences w/ C & I discussions –Differentiation and diverse classrooms –Accountability for teachers—addressed next week What to do with your curiosities: –Explore in your own classroom if possible –Consider an ELL topic for STEP Conference –Set Professional Development goals (Standard 6)

Affinity Diagram Working alone at your table, write your answers to the following question on post- its--one idea per post-it. What have you learned about teaching ELLs that will most impact your practice?