SIOP Component #5 Interaction

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(Please sit in groups of four.)

Objectives

Content Objective: Participants will be able to…

Identify and implement teaching techniques that will increase student interaction about lesson concepts.

Language Objectives: Participants will be able to…

Compare their own teaching “transcripts” (more specifically: their rate, tone, wait time, questioning) to models.

Listen to, clarify, and then explain peers’ teaching techniques.

Housekeeping

Sign in to the attendance sheet in order to earn PD hours for re-certification.

We have skipped SIOP Component #4, Strategies. We will come back to it in January.

annieshousekeeping.com

Look for the orange slides for each new

SIOP Feature.

What research is guiding this SIOP component?

“Say Something” activity

Partner A reads his/her handout one bullet point at a time, pausing for Partner B to comment on the bullet point

Partner B can:

Make a personal connection to the reading

Pose a question about what has been read

Make a summary comment about the reading

Switch roles for Partner B’s handout

In your group of 4, share a few of your connections, questions, or summarieswww.wceps.org

Component 5: Interaction

Feature 16: Interaction

Feature 17: Grouping configurations

Feature 18: Wait time

Feature 19: Clarify concepts in L1

–“Say Something,” A Great Big World

“Say something, I’m giving up on you;

I’ll be the one, if you want me to…”

How does my teacher “transcript” compare?

Read pages 146-148

Begin with the heading “Mainstream Lesson”

Read until the end of page 148

As you finish, reflect silently using the adapted Venn Diagram: How would your teaching transcript compare to one of the models?

At what rate do you teach material?

What tone do you use when teaching?

How long do you wait for student responses?

What questioning strategies do you use?www.amazon.com

What are the implications for us?

“Given what the research shows, it should be apparent that presenting more content per minute or moving from one piece of learning to the next too rapidly, virtually guarantees that little will be learned or retained”

–Eric Jensen, Brain-based learning expert (153)

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.

www.thephuketnews.com

SIOP Component #5 Feature #16 Interaction

(Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage

elaborated responses about lesson concepts)

Give one, Get one

Feature 16: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson

concepts

On your notecard, write down a technique that you use (or could use) to ensure Feature 16 occurs in your classroom

When prompted, find someone from another group and explain your technique to him/her. Switch cards, and then find another partner.

Explain your previous partner’s strategy to your new partner.

Interact with three partners before returning to your seat.

If you finish early, begin to answer Self-Reflection Question #1 on your handout.

Instructional Conversation: What does it look like?

The teacher begins by introducing the group to a theme or idea related to the text, then relating the theme to the students’ background experiences.

Next, the teacher shows the text to be read and asks prediction questions.

As the text is read, the teacher “chunks” the text into set ions to provide maximum opportunity for discussions, constantly relating the theme and background experiences to a text-based discussion.

Students are asked to support their comments with evidence from the text.

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model: p. 150. 4th Ed. New York: Pearson, 2013.

Typical Instruction vs. Instructional Conversation

Typical Instruction

Teacher-centered

Exact, specific answers evaluated by the teacher

No extensive discussion

Skill-directed

Easier to evaluate

Check for understanding

Mostly literal level thinking and language use

Instructional Conversation

Teacher facilitates

Many different ideas encouraged

Oral language practice opportunities using natural language

Extensive discussion and student involvement

Draw from prior or background knowledge

Student level of understanding transparent

Fewer black and white responses

Mostly higher level thinking and language useEchevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP

Model: p. 150. 4th Ed. New York: Pearson, 2013.

How can I extend students’ responses?

Tell me more about that…

What do you mean by…..?

What else….

How do you know……?

Why is that important?

What does that remind you of?

– Making Content Comprehensible for English Language Learners, pg. 152

““It is easy to imagine how students could become

disinterested, passive learners in a class in which the teacher accepts

minimal participation and does the majority of the talking.””

Chunk & Chew (& Check!)

5 minutes: Teacher Talk (Direct instruction)

2 minutes: Student responses (Mental/verbal processing)

1 minute: Assess

Check out the Supplementary Resources (Feature #4!) binder

for ideas of how to “chew”

Gradual Release of Responsibility

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Implementing THE SIOP MODEL through Effective Professional Development and Coaching: p. 14. New York: Pearson, 2008.

SIOP Component #5 Feature #17

Grouping configurations (Support language and content objectives of the lesson)

How can I group students to support the language and content

objectives of the lesson?

On your handout, use the table to record notes on the different grouping configurations that you do or could use.

How can I group students to support the language and content

objectives of the lesson?

Random

Voluntary

Tasks that require lots of cooperation

Motivates students

Teacher-assigned (Homogeneous):

Differentiate the task

Target specific language instruction

Provide a safe place to take risks

Teacher-assigned (Heterogeneous):

Peer-modeling

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“But not just any kind of grouping works well…” (154)

“Grouping by ability, which divides students for instruction based on their perceived capabilities for learning… has serious academic and social effects for students who are not in the top group” (154).

“English learners, who learn from exposure to good language models, are often shut out of groups with rich academic leaning opportunities” (155).

“When working with low-achieving groups, teachers have been found to talk more, use more structure, ask lower-level questions, cover less material, spend more time on skills and drills, provide fewer opportunities for leadership and independent research, encourage more oral than silent reading, teach less vocabulary, and allow less wait time during questioning” (155).

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.

–“Say Something,” A Great Big World

“And I will stumble and fall;

I’m still learning [English];

Just starting to crawl…”

SIOP Component #5 Feature #18 Wait time

(Sufficent wait time for students responses consistently provided)

We live in a world of instant gratification.

“In a review of studies on wait time, it was revealed that after a teacher asks a questions, students must begin a response within an average time of one second. If they do not, the teacher repeats, rephrases, asks a different question, or calls on another student” (156).

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.

But what about when it’s painfully awkward?

Students can write down their responses while waiting and then check their answers against the final answer.

Who wants to be a millionaire SIOP teacher?!

“50-50”: Give students the choice between two possible answers provided by the teacher.

Phone a Friend: Allow the student to ask a classmate for help. He/She is still required to report the answer to the teacher.

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.

SIOP Component #5 Feature #19

Clarify concepts in L1 (Ample opportunity for students to clarify key concepts in L1

as needed with aide, peer, or L1 text)

– Common mantra for Peer Translators

“Use them,

don’t abuse them,

try to quickly lose them.”

Check out the SYIS English Support

website for a link to the “Rewordify”

website.

Self-Reflection

1. What opportunities do I create for ELLs to interact amongst themselves and with me?

2. How do I encourage ELLs to elaborate on their responses?

3. How do I give ELLs sufficient time (wait time) to process when I ask questions?

4. What first language clarification is available for my ELLs when they need it?

Objectives

Content Objective: Participants will be able to…

Identify and implement teaching techniques that will increase student interaction about lesson concepts

Language Objectives: Participants will be able to…

Compare one’s own teaching “transcript” to models

Listen to, clarify, and then explain peers’ teaching techniques

Next Steps…

Reading (by December 15)

Read pages 143-170 in the core text to be prepared for the Component #5 book study

Peer-coaching (by January 12)

Planning conference

Observation

Reflection conference

Works Cited

A Great Big World & Christina Aguilera - Say Something (Lyrics). Perf. A Great Big World and Christina Aguilera. MrGlobalVevo, 2013. YouTube. Web. 7 Dec. 2015.

Baker, Meg. InteractionSlide_TeacherReflection. N.p.: Georgia Department of Education, 23 May 2015. DOCX.

Baker, Meg. SIOPCohort_6_7_InteractionsToolbox. N.p.: Georgia Department of Education, 23 May 2015. DOCX.

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Implementing THE SIOP MODEL through Effective Professional Development and Coaching: p. 14. New York: Pearson, 2008.

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.

Ferris Bueller's Day Off. Dir. John Hughes. Perf. Matthew Broderick and Ben Stein. Paramount Pictures, 1986. Youtub. Web. 7 Dec. 2015.

Gaudet, Marcia. SIOP #5.Interaction. N.p.: n.p., 16 July 2011. PPT.