Interaction- Features 16-19

Reflection

Interaction is having the opportunity to talk about concepts,ideas, and information. Interacting is especially beneficial for English language learners. Conversation plays a key role in second language acquisition. As a student, my favorite classes were always the classes were I had the opportunity to work with a group, partner, or interact with friends. Sharing responsibility for learning with students working in small groups or with partners can make a significant impact on learning. Having students interact with one another also gives teachers time to assess students one-on-one.

SIOP Feature 16: Frequent Opportunity for Interaction and Discussion between Teacher/Student and Among Students, Which Encourage Elaborated Responses about Lesson Concepts.

Buzzing on pg. 104 is a fantastic strategy to incorporate in your classroom to increase student interaction. Students sit knee-to-knee and buzz (whisper) to each other about the assigned topic or an image. This strategy can easily be differentiated by providing sentence frames to students who may need extra support.

SIOP Feature 17: Grouping Configuration Support Language and Content Objectives of the Lesson

Pairs Squared pg. 110 is a great strategy. Students form pairs, then move around the room to find another pair to form a group of four. This idea can be used to make mixed ability groups where students have one partner at the table with whom they have something in common and two more partners who have a fresh perspective or different learning strengths. This strategy is immediately differentiated. Ability grouping provides built-in support for students who need it.

SIOP Feature 18: Sufficient Wait Time for Students Responses Consistently Provided

As a teacher, I always redirect students when they answer on behalf of another student. I do this because I know the importance of wait time. All student need sufficient processing time to come up with their best answer. Life Saver pg. 114 gives students the opportunity to think through a response and encourages them to use a "life saver" to help them with their answers if needed. This strategy is immediately differentiated. If a student feels they cannot successfully answer a question they are able to discuss it with a friend or "life saver".

SIOP Feature 19: Ample Opportunity for Student to Clarify Key Concepts in L1 as Needed

There is so much controversy surrounding whether or not students should use their first language while trying to acquire a second language. However, research has shown the use of L1 can be beneficial. Translators to Clarify Key Concepts in L1 pg. 120 encourages teachers to use bilingual dictionaries, electronic translators, and student translators to help clarify key concepts. This strategy can be differentiated by helping the student translator understand exactly what to translate (a concept that may be difficult for an English learner to do). This activity gives English learners an opportunity to use their native language to enhance their language skills. English learners are also engaged in active listening, which is a language domain that helps facilitate language acquisition.