Reflection
In order for students to be successful, they must have the right tools and know how to use them. Strategies are students' tool for success. It is up to the teacher to teach students how to effectively use these tools. According to (Echevarria et. al, pg. 117), good language learners use task appropriate and flexible strategies. Research has also proven that students who are mentally active and strategic are better learners. Another great thing about strategies, they can transfer to new tasks. Personally, I struggle with teaching strategies. Most of the strategies I use to learn are metacognitive. However, the SIOP Model of lesson planning incorporates many effective strategies that I have already begun implementing in my classroom with great success!
SIOP Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies
Asking Clarifying Questions pg. 80 is a simple and effective strategies to use to ensure student understanding. Asking clarifying questions as a strategy can be done in whole groups, small group, or pairs. Students discuss with a partner what they do in class when they are unsure about a concept or even directions for an assignment. This strategy can be differentiated by providing sentence frames " I think I heard you say_____________. Is that correct?" Teachers can make this strategy more comprehensive by modeling the technique with another student. This strategy ensures that no student is left behind. This strategy focuses on one phrase that English language learners can be taught to help them clarify what they hear.
SIOP Feature 14: Scaffolding Techniques Consistently Used, Assisting, and Supporting Student Understanding
Academic Converstation Sentence Frames pg. 88 is my favorite way to scaffold academic language. Students are provided with a sentence frame that includes content concepts and academic language. Academic language generally takes 5-7 years to learn. This is a great strategy because it provides ELs the support they need to use academic language at any level of proficiency. This strategy is immediately differentiated for students who are less proficient in English. It can be differentiated for students who are proficient by allowing them to complete the assignment individually. According to (Echevarria et. al, pg. 90), It is better for a student to write one complex sentence on his own than to copy an entire essay that he does not understand.
SIOP Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills
Concept Ladder pg. 96. is a strategy that helps scaffold student articulation of higher-order questions. Think Bloom's Taxonomy or Depth of Knowlege. This strategy promotes language proficiency. Students engage in conversations that build overtime. This strategy is immediately differentiated because students can not continue to climb up the "ladder" of questioning if they do not understand the level below it. Teachers should model this strategy before implementing. Teachers should also familiarize students with the different levels on the latter so they can use this strategy later.
Friday, March 25, 2016
Comprehensible Input- SIOP Features 10-12
Reflection
Comprehensible input is the learner's ability to understand the content. Learning new knowledge takes time. As teachers, it is our responsibility to not only provide the time needed, but also the support learners need to understand. Support can come in many forms. Teachers can show pictures to make knowledge more comprehensible, but comprehensible input is more than simply showing pictures. It may be repetition, rate of speech, or even a combination of both of these things. Comprehensible input affects both language and content development. If students are not able to comprehend the language or key vocabulary, they will not be able to understand the content. Students who are at the beginning levels of English proficiency benefit from teachers who slow their rate of speech. Students can learn content easier when teachers use patterns. When teachers use patterns ELs are provided with a basis for success.
SIOP Feature 10: Speech Appropriate for Students Proficiency Levels
Formula 5-2-1 pg. 63 is a great strategy to ensure that your speech is appropriate for students' proficiency level. This strategy requires that for 5 minutes the teacher gives explicit instructions, providing comprehensible input, such as modeling, showing pictures, or using gestures. Students are then given 2 minutes to process the information with a partner or small group. Lastly, the teacher will choose a non-volunteer to share what they have learned for 1 minute. This strategy is differentiated because it gives students multiple opportunities to comprehend the content. It also allows students to collaborate which gives students a chance to compare their answers with a partner before having to share. Collaborating with other students also gives students an opportunity to practice listening and speaking.
SIOP Feature 11: Clear Explanation of Academic Tasks
Tell your partner pg. 68 is a simple strategy. In order for students to be successful, they must understand the objective or learning-destination. In a classroom setting there many distractions. It is easy for students to forget what they are learning and why they are learning it. One way to ensure that students understand the academic task is to get them to tell the learning objective to a partner. This strategy provides students an opportunity to repeat the task (ensuring that they know) and it gives students a chance to clarify their understanding. This is a great strategy to use when incorporating language objectives. Students must speak and listen proficiently.
SIOP Feature 12: A Variety of Techniques Used to Make Content Concepts Clear
Oftentimes, when students encounter new words in a text they skip over them or mispronounce them and continue reading. Teachers can help increase comprehensible input by allowing students to use apps for pronunciation practice pg. 71. Students are given a list of words. Then using a voice changer app on their smartphones or tablets to record the unfamiliar words, After 5 minutes of recording, students share their last pronunciation with the class. Encounter new words can be stressful or even embarrassing to students. Giving them an opportunity to practice in a non-threatening setting lowers their affective filter which increases comprehensible input. This strategy gives students an opportunity to practice both speaking and listening.
Comprehensible input is the learner's ability to understand the content. Learning new knowledge takes time. As teachers, it is our responsibility to not only provide the time needed, but also the support learners need to understand. Support can come in many forms. Teachers can show pictures to make knowledge more comprehensible, but comprehensible input is more than simply showing pictures. It may be repetition, rate of speech, or even a combination of both of these things. Comprehensible input affects both language and content development. If students are not able to comprehend the language or key vocabulary, they will not be able to understand the content. Students who are at the beginning levels of English proficiency benefit from teachers who slow their rate of speech. Students can learn content easier when teachers use patterns. When teachers use patterns ELs are provided with a basis for success.
SIOP Feature 10: Speech Appropriate for Students Proficiency Levels
Formula 5-2-1 pg. 63 is a great strategy to ensure that your speech is appropriate for students' proficiency level. This strategy requires that for 5 minutes the teacher gives explicit instructions, providing comprehensible input, such as modeling, showing pictures, or using gestures. Students are then given 2 minutes to process the information with a partner or small group. Lastly, the teacher will choose a non-volunteer to share what they have learned for 1 minute. This strategy is differentiated because it gives students multiple opportunities to comprehend the content. It also allows students to collaborate which gives students a chance to compare their answers with a partner before having to share. Collaborating with other students also gives students an opportunity to practice listening and speaking.
SIOP Feature 11: Clear Explanation of Academic Tasks
Tell your partner pg. 68 is a simple strategy. In order for students to be successful, they must understand the objective or learning-destination. In a classroom setting there many distractions. It is easy for students to forget what they are learning and why they are learning it. One way to ensure that students understand the academic task is to get them to tell the learning objective to a partner. This strategy provides students an opportunity to repeat the task (ensuring that they know) and it gives students a chance to clarify their understanding. This is a great strategy to use when incorporating language objectives. Students must speak and listen proficiently.
SIOP Feature 12: A Variety of Techniques Used to Make Content Concepts Clear
Oftentimes, when students encounter new words in a text they skip over them or mispronounce them and continue reading. Teachers can help increase comprehensible input by allowing students to use apps for pronunciation practice pg. 71. Students are given a list of words. Then using a voice changer app on their smartphones or tablets to record the unfamiliar words, After 5 minutes of recording, students share their last pronunciation with the class. Encounter new words can be stressful or even embarrassing to students. Giving them an opportunity to practice in a non-threatening setting lowers their affective filter which increases comprehensible input. This strategy gives students an opportunity to practice both speaking and listening.
Wednesday, March 9, 2016
Lesson Delivery: SIOP Features 23-26
Reflection
Lesson delivery is arguably the most import SIOP component. It encompasses how the teacher delivers the lesson and how students receive or feel about the lesson. Do students think your lesson is too easy? Was your lesson too challenging? Did you have to cut the lesson short because you ran out of time? These questions can be asked when considering how effectively a lesson is delivered. As a teacher, this is the component I excel at most. During my student teaching experience, my collaborating teacher timed everything her students did. She would say, “Class take out a sheet of paper, you have ten seconds.” She also timed activities and the time that it took to find a partner. Timing your students helps your lesson to stay on track. Referring back to the lesson objective is another way to make sure that your lesson stays on track. There are many things that may distract from a lesson; students asking questions, the front office calling, the list is endless. Chapter 8 gives strategies that help ensure the effectiveness of the lesson delivery process.
SIOP Feature 23: Conent Objectives Clearly Supported by Lesson Delivery and Feature:24 Language Objectives Clearly Supported by Lesson Delivery
Teachers begin their lesson with the best of intentions. They have a clear vision of what they want their students to accomplish. However, as the lesson develops , it is assaulted by a barrage of distractions; kids asking off –topic questions, comments turn into long discussions, or background building activities take too long to develop. All Eyes on the Objectives is a strategy that has three requirements:
Lesson delivery is arguably the most import SIOP component. It encompasses how the teacher delivers the lesson and how students receive or feel about the lesson. Do students think your lesson is too easy? Was your lesson too challenging? Did you have to cut the lesson short because you ran out of time? These questions can be asked when considering how effectively a lesson is delivered. As a teacher, this is the component I excel at most. During my student teaching experience, my collaborating teacher timed everything her students did. She would say, “Class take out a sheet of paper, you have ten seconds.” She also timed activities and the time that it took to find a partner. Timing your students helps your lesson to stay on track. Referring back to the lesson objective is another way to make sure that your lesson stays on track. There are many things that may distract from a lesson; students asking questions, the front office calling, the list is endless. Chapter 8 gives strategies that help ensure the effectiveness of the lesson delivery process.
SIOP Feature 23: Conent Objectives Clearly Supported by Lesson Delivery and Feature:24 Language Objectives Clearly Supported by Lesson Delivery
Teachers begin their lesson with the best of intentions. They have a clear vision of what they want their students to accomplish. However, as the lesson develops , it is assaulted by a barrage of distractions; kids asking off –topic questions, comments turn into long discussions, or background building activities take too long to develop. All Eyes on the Objectives is a strategy that has three requirements:
- 1. Keep objective posted for both you and your students ( large enough so everyone can read them from anywhere in the room)
- 2. Refer to the objective throughout the lesson
- 3. Incorporate the language objectives into the lesson.
SIOP Feature 25 Students Engaged Approximately 90% to 100% of the Period
There are many factors that teachers cannot control. Teachers cannot control the standards they teach, the number of distractions they encounter in a class period, or even the amount of students they are required to teach in one class period. Yet, student engagement is a factor that teacher can control. I get bored easily, which subsequently makes me a huge fan of student engagement. In my class, I know that if I am bored there is a high likelihood that my students are also bored.
The SIOP Model textbook acknowledges that some teachers have questioned the high percentage of student engagement. Yet, English language learner cannot afford to spend less than this amount time engaged in meaningful tasks. Of course, this does not mean every student sitting quietly listening and memorizing everything you say. During this time, students are engaged in tasks that allow them to practice and apply the content and language objectives.
Boxing question is a great strategy to keep students engaged. Teachers write the correct answer to questions on the outside of boxes and teams of students take turns putting their answers in the box. At the end of the game, student answers are collected from the box and tallied. The team with the most correct answers wins the game. This strategy encourages student engagement by incorporating movement and competition into practicing lesson’s content and language concepts. To differentiate this strategy divide teams into ability groups and provide questions that are comprehensible with help from other team members.
SIOP Feature 26 Pacing of the Lesson Appropriate to Students’ Ability Level
Differentiate the Process pg. 158. is a great strategy because it incorporates differentiation and appropriate pacing. Students complete activities using an A-B-C pattern for small group instruction. Students rotate between teacher- led instruction, centers, and independent learning. Teachers provide direct instruction. During this time, teachers can review language objectives with English language learners. Students who have difficulty completing tasks independently but can work through it with the group can be assigned to centers. Students who demonstrate an understanding of both content and language objective and need less instruction and supervision are allowed to work independently. Teachers can assign each group a specific amount of time or give less or more time depending on the needs of the students.
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