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SIOP Training for Cleveland County Day 2 7/22/2010

SIOP Training for Cleveland County Day 2 7/22/2010. Leticia M. Trower. Let’s Plan!. Complete the planning worksheet for Building Background: Key Vocabulary Links to background experiences Links to past learning Building background from scratch. Content Objectives. You will be able to…

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SIOP Training for Cleveland County Day 2 7/22/2010

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  1. SIOP Training for Cleveland CountyDay 2 7/22/2010 Leticia M. Trower

  2. Leticia M. Trower 2010 Used by permission Let’s Plan! • Complete the planning worksheet for Building Background: • Key Vocabulary • Links to background experiences • Links to past learning • Building background from scratch

  3. Leticia M. Trower 2010 Used by permission Content Objectives You will be able to… • List various techniques for making content concepts clear to your students • Create two or three higher-order thinking questions to include in a lesson plan you are writing • Identify ways to increase interaction in your classroom

  4. Leticia M. Trower 2010 Used by permission Language Objectives You will be able to… • Write a lesson plan that includes features of Comprehensible Input, Strategies, and Interaction • Share your higher-order thinking questions orally with a partner • Role-play two classroom discussions to determine whether or not students were given ample opportunities for interaction

  5. Leticia M. Trower 2010 Used by permission

  6. Leticia M. Trower 2010 Used by permission PIQ ChartWhat did you see… …that could have a positive impact in your classroom? …that was interesting? …that you have a question about?

  7. Leticia M. Trower 2010 Used by permission Let’s Write Objectives • Review the section on language objectives • MCC p. 27 • Review the six categories of language objectives • MCC pp. 32-33 Write one content objective and one language objective for a lesson you will teach in the near future

  8. Leticia M. Trower 2010 Used by permission Share Your Objectives • Find an eyeball partner • Share your objectives • Provide feedback, using the checklist on p. 34: • The objectives are measurable • The objectives are written and presented in language that students can understand • The content objective is related to the key concept of the lesson • The language objective promotes student academic language growth. It is not something most students already do well. • The language objective connects clearly with the lesson topic or lesson activities • I have a plan for assessing student progress on meeting these objectives during the lesson

  9. Comprehensible Input Leticia M. Trower 2010 Used by permission

  10. Leticia M. Trower 2010 Used by permission How do we learn a second language? …and hearing it spoken! By speaking it

  11. Leticia M. Trower 2010 Used by permission What do we need to learn language? • Comprehensible input • Hearing the language used at a level we can understand • Opportunities to interact • Use it or lose it! • A non-stressful environment that reduces our anxiety as much as possible Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: Pergamon Press.

  12. Leticia M. Trower 2010 Used by permission Comprehensible Input • Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners) • Clear explanation of academic tasks • A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

  13. Ivanna Mann-Thrower 2008 CMS Take 1

  14. Ivanna Mann-Thrower 2008 CMS Take 2

  15. Ivanna Mann-Thrower 2008 CMS Take 3 Put a book in the freezer for 1hour. Before you take the book out of the freezer, boil water in a kettle. Take the book out of the freezer and hold it above the steam. (Be careful) Water will form on the book. That is condensation!

  16. Leticia M. Trower 2010 Used by permission So… What did I do? • Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners) • Clear explanation of academic tasks • A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

  17. Leticia M. Trower 2010 Used by permission Comprehensible Input in Action • Number off 1-3 • EVERYONE read the lesson introduction at the bottom of p. 84 • ONEs read Mr. Dillon’s lesson • TWOs read Mr. Lew’s lesson • THREEs read Mrs. Estorga’s lesson

  18. Leticia M. Trower 2010 Used by permission Comprehensible Input in Action At your tables: • Share what you read. • Answer the following questions about each lesson: • What did the teacher do to make sure his/her speech was appropriate for the students? • How did the teacher make his/her explanation of academic tasks clear? • What techniques did the teacher use to make content concepts clear?

  19. Leticia M. Trower 2010 Used by permission A Variety of Techniques used to make Content Concepts Clear At your tables, brainstorm a list of techniques you could use to make content concepts clear Stand up and find a partner from another table • Partner A: Share your objectives • Partner B: Provide at least one idea for a technique to make content concepts clear • Switch roles and repeat!

  20. Leticia M. Trower 2010 Used by permission Let’s Get Planning! Begin to build a lesson around the objectives you have written: • Take out your Day 2 Planning Sheet • Complete the page on Comprehensible Input: • How will you provide a clear explanation of academic tasks? • What techniques will you use to make content concepts clear? Think about your students’ English language proficiency levels as you plan!

  21. Strategies Leticia M. Trower 2010 Used by permission

  22. Leticia M. Trower 2010 Used by permission Features • Ample opportunities provided for students to use learning strategies • Scaffolding techniques consistently used, assisting and supporting student understanding (e.g., think-alouds) • A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)

  23. Leticia M. Trower 2010 Used by permission As an educator, what is your ultimate goal for your students? …to understand the text? …to pass the test? …to graduate? …something more?

  24. Leticia M. Trower 2010 Used by permission Do you agree? • Mentally active learners are better learners • Learning strategies can be taught • Learning strategies transfer to new tasks • Academic language learning is more effective with learning strategies MCC p. 100 Chamot & O’Malley, 1994

  25. Leticia M. Trower 2010 Used by permission Learning Strategies • are used by students • help students become independent learners List of learning strategies: pp. 97-100

  26. Leticia M. Trower 2010 Used by permission Proficient Reader Research • Proficient readers use comprehension strategies in all kinds of text • Comprehension strategies can be taught • The more they are taught explicitly and practiced, the more likely students are to use them independently in their own reading! MCC p. 99 Dole, Duffy, Roehler & Pearson, 1991 Baker, 2004

  27. Leticia M. Trower 2010 Used by permission Carousel • Number off 1-6 • Move to your poster • Write specific lessons or class activities in which students could use the strategy listed on your poster • At the signal, move to the next poster and add ideas to it

  28. Leticia M. Trower 2010 Used by permission Let’s Get Planning! On the Strategies page of your planning sheet, answer the first two questions: • What learning strategies would you like students to use in this lesson? • Are your students familiar with these strategies already? • If not, how will you provide explicit instruction? • If so, how will you provide opportunities to use them?

  29. Leticia M. Trower 2010 Used by permission Scaffolding

  30. Leticia M. Trower 2010 Used by permission Scaffolding Model MCC p. 101 Increasing Independence Apply Teach Model Practice

  31. Leticia M. Trower 2010 Used by permission Scaffolding Video • What are some specific scaffolding techniques that MaryEllen Vogt mentions?

  32. Leticia M. Trower 2010 Used by permission Gradual Release of Responsibility • Motivate students’ strategy use by showing how applying strategies helps improve comprehension • Mentally model to make your thinking apparent to students • Provide guided and independent practice so that students learn to use strategies when cued by a diverse array of goals, needs, tasks, demands, and texts • Promote independent strategy use by shifting responsibility for using strategies to students as quickly as possible Brown 2008

  33. Leticia M. Trower 2010 Used by permission Let’s Get Planning! On the Strategies page of your planning sheet, answer the third question: • How will you scaffold instruction for struggling learners?

  34. Leticia M. Trower 2010 Used by permission HOTS: Higher-Order Thinking Skills • What is higher order thinking? • Bloom’s Taxonomy, revised by Krathwohl • MCC pp. 102-103 • Bloom’s Revised Taxonomy handout “Learning proceeds from concrete knowledge to abstract values.” –MCC p. 102 “It is possible to reduce the linguistic demands of responses while still promoting higher levels of thinking.” –MCC p. 103

  35. Leticia M. Trower 2010 Used by permission The Importance of HOTs • Is it important to ask HOTS questions? • Why? • One reason: students learn to ask HOTS questions themselves Using your Bloom’s Revised Taxonomy handout, complete the HOTS Questions worksheet.

  36. Leticia M. Trower 2010 Used by permission Party Mixer • When the music starts, move around the room • When the music stops, FREEZE! • Share your HOTS questions with whoever is standing closest to you • Determine which level of Bloom’s the questions belong to • When the music starts again, repeat!

  37. Leticia M. Trower 2010 Used by permission Let’s Get Planning! On the Strategies page of your planning sheet, answer the last question by listing HOTS questions or tasks you will include in your lesson.

  38. Interaction Leticia M. Trower 2010 Used by permission

  39. Leticia M. Trower 2010 Used by permission Features of Interaction • Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts • Grouping configurations support language and content objectives of the lesson • Sufficient wait time for student responses consistently provided • Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

  40. Leticia M. Trower 2010 Used by permission Opportunities for Interaction • What are some ways we have interacted with each other during SIOP training? • What grouping configurations have we used? • How could you use those same activities with your students?

  41. “Talk – about books and subjects – is as important educationally as the books and subjects themselves.” -Gerald Graff Leticia M. Trower 2010 Used by permission

  42. Leticia M. Trower 2010 Used by permission What are the benefits of interaction? • Deeper understanding of text • Oral language development • Brain stimulation • Increased motivation • Reduced risk • More processing time • Increased attention -MCC p. 116

  43. “Unfortunately, these practices tend not to be prevalent in secondary classrooms with or without English learners.” -MCC p. 116 Leticia M. Trower 2010 Used by permission

  44. Leticia M. Trower 2010 Used by permission Role-Play • Find a partner • Whoever has a birthday coming up soonest will be the teacher • The other partner will be the students • Role-play these two scripts: • Mainstream Lesson, pp. 116-117 • SIOP Model Lesson, pp. 117-119 • Answer the questions on your handout

  45. Leticia M. Trower 2010 Used by permission • Who did most of the talking? • How did the teacher elicit elaborated responses? • How engaged were the students?

  46. Leticia M. Trower 2010 Used by permission Clarifying Key Concepts in L1 • Academic skills such as reading will transfer from L1 to L2 • Provides important academic support for those who are not yet fully proficient in English “(…) all SIOP classrooms should have resources in the students’ native languages”

  47. Leticia M. Trower 2010 Used by permission A Word about Online Translations Effective SIOP teachers consciously allow students to express their thoughts fully, without interruption. Many teachers in U.S. schools are uncomfortable with the silence that follows questions or comments, and they immediately fill the void by talking themselves.

  48. Leticia M. Trower 2010 Used by permission www.freetranslation.com Los maestros efectivos de SIOP permiten conscientemente a estudiantes para expresar sus pensamientos completamente, sin interrupción. Muchos maestros en escuelas de EEUU son incómodos con el silencio que sigue preguntas o comentarios, y ellos llenan inmediatamente el vacío hablándolos.

  49. Leticia M. Trower 2010 Used by permission The master troops of SIOP permit consciously students to express their thoughts completely, without interruption. Many teachers in schools of US are uncomfortable with the silence that continues questions or comments, and they fill immediately the empty one speaking them.

  50. Leticia M. Trower 2010 Used by permission www.wordreference.com Set 1 /set/ sustantivo (of tools, golf clubs, pens, keys) juego m;(of books, records) colección f;(of stamps) serie f;a matching ~ of sheets and pillowcases un juego de cama (TV) aparato m, televisor m;(Rad) aparato m, receptor m (in tennis, squash) set m (Theat) (stage) escenario m;(scenery) decorado m (Cin) plató m

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