Welcome. Session Norms : All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy. H igh Q uality S heltered I nstruction: Strategies. Presented by Region Specialist June 28, 2007. Housekeeping.
All pagers and cell phones on vibrate
Stay on topic being discussed
Use professional courtesy
Presented by Region Specialist
June 28, 2007
“Sheltered Instruction is an approach to teaching content to English language learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.”
--Echevarria, Vogt, and Short
Vogt, M., & Echevarria, J. (2006). Teaching Ideas for Implementing the SIOP Model
Mental processes that teach students to…
Access information in memory.
Make connections between what they know and what they are learning.
Retain new information.
There is a growing body of research evidence to indicate that learning strategies include the following three types:
O’Malley & Chamot, 1990
Numbered heads together & Jigsaw
Ones read metacognitive strategies.
Twos read cognitive strategies.
Threes read social affective strategies.
O’Malley, J.J., & Chamot, A.U. (1990) Learning strategies in second language acquisition. Cambridge: Cambridge University Press (pg. 137-139)
How does this relate to language learning and what strategies you are incorporating into daily instruction to support this?
4. Re-group to your original tables and share your ideas and strategies with the rest of your colleagues.
The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.
-William Arthur Ward
What do you have to know in order to complete any task?
Two types of scaffolding – Verbal and Procedural:
I do, you watch
I do, you help
You do, I help
You do, I watch and check
Require simple yes/no/maybe one-word answers.
Take up no time or space.
Require a lot of discussion and explanation with interesting examples.
Take time to think through and answer in depth.Questioning
There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men. Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own. Three-story men idealize, imagine, predict– their best illumination comes from above, through the skylight.
-Oliver Wendell Holmes
Questions teachers may ask based on a social studies text:
Why is it important to use a variety of questioning strategies?
Questioning the Author (QtA)
Refer to Strategies section for teaching scenarios.
Insanity is doing the same thing over and over again and expecting a different result.
Echevarria, J., Short, D., Vogt, M. E. (2004). Making content comprehensible: The SIOP model. 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc.
O’Malley, J.J., & Chamot, A.U. (1990) Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Vogt, M., Echevarria, J. (2006). Teaching ideas for implementing the SIOP model. Upper Saddle River, NJ: Pearson Education, Inc.
Write Institute. (2005-2006). Standards-based professional development in literacy. Learning Resources and Educational Technology San Diego County Office of Education.