1 / 15

SIOP: Sheltered Instruction Observation Protocol

SIOP: Sheltered Instruction Observation Protocol. Dr. Kelly Bikle Winter 2008. Our objectives. To learn about the SIOP as an effective planning tool for educating ELLs To think about the elements of the SIOP in relation to our particular planning needs

bairn
Download Presentation

SIOP: Sheltered Instruction Observation Protocol

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SIOP:Sheltered Instruction Observation Protocol Dr. Kelly Bikle Winter 2008

  2. Our objectives • To learn about the SIOP as an effective planning tool for educating ELLs • To think about the elements of the SIOP in relation to our particular planning needs • To gather an array of teaching strategies that are effective for working with ELLs • To provide enough information to get you started as a teacher for ELLs, AND to encourage you to continue growing as a professional educator

  3. What is the SIOP? • A planning tool and observation protocol representing an effort to define, develop and test a model for sheltered instruction (SDAIE) • Research-based • Designed as an observation instrument • Adapted as a lesson planning tool • Teacher-researchers involved in all phases!!!!

  4. SIOP: An Integrated Approach • Instructional methods integrate language and content • Focus on identifying, explicitly teaching, and providing opportunities to use the language necessary to access, to fully participate in and to be successful with the curriculum • Language instruction occurs within content instruction--not as an “add-on”

  5. Sheltered Instruction Observation Protocol Components • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Effective lesson delivery • Lesson review/Assessment

  6. Preparation • Clearly defined content objectives • Clearly defined language objectives ***** • Content concepts appropriate for age and educational level of students • Supplementary materials used to a high degree • Adaptation of content to all levels of student proficiency • Meaningful activities that integrate lesson concepts with opportunities to use language

  7. Activity: Think, Write, Share --Review reading from today (use your book). --Take notes on important points. --Talk with your tablemates. Take notes on what each person says.

  8. Activity: Language Demands • What are the language demands in this lesson in each of the four domains?

  9. Thinking about objectives • Learning objectives (goals, outcomes) • Language objectives CAELD/TESOL Standards Content Language Demands Student Needs/ Language Proficiency Possible language objectives

  10. Language Objectives • Ask yourself, “Based on the language demands of the particular lesson, my students needs, and the larger goals (unit plan, district goals, standards, etc.), what do I want students to be able to do at the end of the lesson?” • Write objectives that have measurable outcomes, and are specific to the language you would like to see your students demonstrating in one or more of the four domains.

  11. Activity: From Lg. Demands to Lg. Objectives • If you were going to ask a university-level ELL to do this activity, what might you focus on and how might you support work toward that objective? • With a partner, select a language demand, write an objective and brainstorm ideas for how you might support the objective.

  12. Comprehensible Input and Language Demands • Speech appropriate for proficiency level • Clear explanation of academic tasks • A variety of techniques use to make content concepts clear

  13. Language Demands • An analysis for language demands tells you what students will need to do with language in order to be success with the lesson/task. What else can you use language demands for? • Design mini-lessons around specific language skills (anything from pronunciation to skills to enter a conversation) • Know the challenges that students face and be ready to support students in the areas that are of particular struggle (and note commonalities to use for future planning) • Adjust instruction to support students in the areas you anticipate will be challenging • Adjust assessments accordingly--take the language demands into account when you look at student products.

  14. Today’s strategies • Sharing objectives • Think-Write-Share • Graphic organizer for note-taking • Visual representation of information • Moving from own experience to more abstract • Structured reading response • 3-2-1 Activity

  15. 3-2-1 3 things you found interesting (use phrases): • _______ • _______ • _______ 2 things that are newto you: • _______ • _______ 1 thing you would like to know more about: 1. _______

More Related