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NorthwestRegionalEducationalLaboratory
SIOP PLANNING
Frank Hernandez
ELL Unit, Program Advisor
NorthwestRegionalEducationalLaboratory
Objectives
Introduction to the development of SIOP
Where SIOP fits into the school reform process
Effective implementation strategies
How to build a professional development plan for SIOP
NorthwestRegionalEducationalLaboratory
THE DEAD HORSE STORY
Common advice from knowledgeable horse trainers includes the adage, “when the horse dies, dismount.”
Seems simple enough. Yet in our business we don’t always follow that advice. Instead we often choose from an array of other alternative options which include:
NorthwestRegionalEducationalLaboratory
•Trying a new bit or bridle
•Switching riders
•Appoint a committee to study the dead horse
•Riding the horse for longer periods of time
•Saying things like, “this is the way we’ve always ridden this horse”
•Arranging to visit other sites where they ride horses more effectively
•Increasing the standards for riding a dead horse
•Creating a test for measuring our riding ability
•Comparing how we’re riding now w/ how we rode 10 or 20 years ago
•Complaining about the state of horses these days
•Coming up with new styles of riding
•Tightening the cinch
•Blaming the horse’s parents, the problem is often in the breeding
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ELL Challenges to Schools
What are the major challenges? Language IssuesEducation History IssuesLiteracy IssuesDisability IssuesMobility IssuesPoverty IssuesOthers?
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What is Shelter Instruction
Definition
A means for making content comprehensible for ELL’s while they develop English skills
Types of Shelter
SIOP
CALLA
SDAIE
GLAD
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ELD and Shelter Instruction:The Distinctions
ELD
English Language Development
Shelter Instr.
A means for making content comprehensible for ELL’s while they learn English
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Purpose
ELD
Develop English proficiency
Learning content knowledge may be a by-product
Shelter Instruction
Develop knowledge in content areas
Learning English is a by-product
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SIOP Historical Development
Prior to 1996 there was no common definition of SI nor understanding of what constituted an effective lesson.In 1996 CREDE funded a project to identify key practices that produced academic results. (M.S. ELL Shelter)The SIOP 8/30 protocol was developed to support a professional development program.SIOP training was developed to support implementation of the SIOP 8/30 Model.
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What SIOP is NOT!
An English language development program (no scope & sequence).
An evaluation tool (1st year).
A stand alone program.
A mainstream emersion class.
A magic/silver bullet!!!
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The SIOP 8/30 Model
8 Components• Preparation• Building background• Comprehensible Input• Strategies• Interaction• Practice/Application• Lesson Delivery• Review/Assessment
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Preparation
1. Content objectives (Discuss results of experiment on pressure, volume)
2. Language objectives (Use if . . . then statement to describe results of experiment on pressure & volume)
3. Age appropriate content concepts (avoid cognitive remediation)
4. Supplemental materials (realia)5. Adaptation of Content (text)6. Meaningful activities (models, simulation)
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Building Background
7. Concepts explicitly linked to student background experiences
8. Links explicitly made to past learning
9. Key vocabulary emphasized
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Comprehensible Input
10.Speech appropriate to student ELP
11.Explanation of academic tasks
12.Uses a variety of techniques to make content concepts clear
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Strategies
13.Student learning strategies
14.Use of verbal & instructional scaffolding techniques
15.Uses question types at different levels of blooms taxonomy
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Interaction
16.Frequent opportunities for student & teacher interactions
17.Grouping configurations to support lesson objectives
18.Provides sufficient wait time
19.Opportunities for students to clarify in L1
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Practice/Application
20.Provides manipulatives for practice
21.Provides activities to apply content & language knowledge
22.Activities in all 4 language domains
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Lesson Delivery
23.Content objectives clearly supported in lesson
24.Language objectives clearly supported in lesson
25.Students engaged 90-100% of time
26.Pacing of lesson appropriate
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Review/Assessment
27.Comprehensive review of vocabulary
28.Comprehensive review of content concepts
29.Regularly provides feedback on language and content output
30.Conducts assessment of student comprehension, ongoing basis throughout lesson
NorthwestRegionalEducationalLaboratory
Why hasn’t SIOP worked?
Ineffective• Immediate• Strategies• Stand Alone• ELL Program• Readiness Issues
Effective• Long term• S.I. Model• Professional Dev.• School Reform• Readiness
Prepared
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Mapping and Aligning the Curriculum to Improve Student Learning
with a Component for Learners of ESL
Start
What are our students’ test scores?
Which content area needs our attention?
What am I teaching in that content area?
What are others’ teaching in that content area?
What are the State Standards for the content area?
What do the state tests assess?
How does our map align with the State Standards and assessments? - What is missing? - What is redundant? - What is taught at the wrong time?
Make changes…
in what is taught
in when it is taught
in how it is taught
What are our students’ learning now, according to classroom assessments and observations?
What are the English language goals?
What are research-based methods f or teaching ESL learners?
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Implementation Process Options
Model A) year 1 – training, research; 2 – SIOP w/collaboration; 3 – observe & coach1 Year Model) 1st month – training on SIOP overview & Preparation; each month training on next component; observe only new component2 Year Model) 1st month – training on SIOP overview & Preparation; each quarter training on next component; observe only new component
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Shelter Instr. Observation Tools
90 – 100% cognitive student engagement
SIOP Protocol
Walk Through Tool
SDAIE Observation Tool
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Readiness Issues!!!
Curriculum Mapping/Standards
Formal lesson plans
Sufficient linguistics training
Data collection & analysis process
Colleague observation
Administrative leadership
Professional development plan
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STAFF DEVELOPMENT PLAN
Staff / Professional Development
Paraprofessional and
Support Staff
Certified Staff Administration Parents
Program and strategies to increase the English proficiency of ELL students
(Example 1) Trainings by year in program/Dist. Year 1 Year 2 Year 3
Programs and strategies to increase the academic achievement of ELL students in the core academic subjects
(Example 2) Trainings by instructional component Social - Affective Metacognitive Cognitive
Incorporating technology into curriculum, instruction, and programs
(Example 3) Trainings by staff needs Awareness
and/or intro. to skills
Mastery of skills by follow-up activities or mentorship’s
Trainer of Trainers or capacity building activities
NorthwestRegionalEducationalLaboratory
Resources
NWREL ELL Unit – www.nwrel.org
Center for Applied Linguistics – www.cal.org
SIOP Institute – www.siopinstitute.net
Pearson Education Co. (Lesson Lab) – www.lessenlab.com