Chapter 6 – SIOP Made Easy - PowerPoint Presentation

Slide1

Chapter 6 – SIOP Made Easy

THE SIOP MODELSlide2

Chapter 6- Interaction

SIOP Made EasySlide3

Today’s Objectives

Content

Language

TWBAT

identify

ways to increase interaction in their classrooms to effectively promote content and language acquisition.

TWBAT

describe

in writing how the features of

Intera

ction were implemented in a classroom lesson.Slide4
Slide5

Research says:

“For ELs to become

fluent

in

academic

English, we need to provide

structured opportunities in all subject areas

to practice using the language. Because of the large number of ELs in schools today,

all

teachers are teachers of English

, even if their content specialization is science, math, or social studies.

For students learning English, teachers must create

ample opportunities to practice using

academic

language, not simply social uses of language. And the language must be meaningful to students; it is not just the quantity of exposures to English that affects learning, but it is the quality as well.”

Wong-Fillmore &

Valadez

, 1986Slide6

Round-Robin Writing

Pair students

Each pair has a sheet of paper and one pencil

Pose a question with multiple answers

The students pass the sheet back and forth and record as many responses as possible.

They should not talk about the answers, but record them in writing.

Ask students to share responses with larger groups or the whole class.

What are the benefits of incorporating

interactive activities in all lessons?Slide7

Benefits of interaction

Brain stimulation

Increased motivation

Reduced risk

More processing time

Increased attentionSlide8

Opportunities for Interaction -

Oral

Written

Through technologySlide9

Research says:

Reading comprehension skills

and

writing skills

are positively correlated with oral language proficiency in English.

Geva

, 2006Slide10

Frequent Opportunities for Interaction

and DiscussionSlide11

T poses a question or issueT allows time for Ss to think

Ss share ideas with a partner

Ss then share with the other members of their small group

How many IPOTS should be included in a 50-minute lesson? Why?

Think-Pair-Square -Slide12

Structuring Lessons in Ways that Promote Student Discussions

Plan at least

3

interactions in a 50 minute period

Insert IPOTs and other activities at strategic points in the lesson

Create, teach, and use different grouping techniquesSlide13

Providing a

Balanced Linguistic Exchange

A

balance

/equality of time between teacher talk and student talk

Students need to learn how to allow

equal talk

time in group (Talking sticks, talking chips, assigned reporter)Slide14

Encouraging

Elaborated Responses

Don’t accept “Yes,” “No,” or one-word answers

Don’t accept mumbled answers

Develop a technique for prodding for more elaborate answersSlide15

Ways to elicit elaborate responses

Ask students to expand on their answer

“Tell me more about that…”

Asking direct questions

“What do you mean by…”

Ask students to provide further information

“How do you know?”

Offering restatements “In other words…is that accurate?”Frequently pausingCall on other students to extend a classmate’s responseSlide16

Other Ways to Interact

Writing

Student-Teacher—dialogue journals

Student-Student—Round Robin Writing, e-mail correspondence local or global, share content and language objectives

Movement—charades, Simon Says, etc.

Multiple—Dinner Party or Expert Stay StraySlide17

Grouping Configurations Support Language and Content Objectives

of the LessonSlide18

Variety of Grouping Structures

Whole group

Small group

Triads

Pairs

IndividualSlide19

Benefits of Grouping

Whole Group

—introducing new information/ concepts, modeling, and review

Flexible small groups

—development of multiple perspectives, and encourages collaboration

Partners

—encourages success, provides practice opportunities, scaffolding, and assistance from classmatesSlide20

Grouping Recommendations

Vary groups so that they are homogeneous or heterogeneous by gender, language proficiency, language background, and/or ability

Varieties of grouping facilitates learning

Variety helps maintain students’ interest

Variety increases student involvementSlide21

Recommendations

Variety increases the chance that a student’s preferred mode of instruction will be matched

Grouping provides much-needed movement for learners=oxygen-rich blood to brain=highest performance

At least two different grouping structures should be used during a lesson (depending on the activity and objectives of the lesson)

Assigning all ELs to the same group regularly is

not

good practiceSlide22

Sufficient Wait Time for Student Responses Consistently ProvidedSlide23

Fan and Pick – Wait time Strategies

Participant 1 – Fans the question cards

Participant 2 – Picks a card and reads a question

Participant 3 – Answers the question

Participant 4 – paraphrases the answer

Repeat the process, changing roles.Slide24

Interaction – Wait Time StrategiesSlide25

Ample Opportunity

for Students to Clarify

Key Concepts in L1Slide26

Using the First Language (L1)

Use L1 for Clarification of KEY CONCEPTS

Use a bilingual aide, peer, materials written for text in student’s L1

Websites offering translation

Bilingual dictionariesSlide27

Using L1

ALL SIOP classrooms should have some resources in most of the students’ native languages

Using the L1 is mostly for students who are level 1 or level 2, or have learned the key concept in the L1 and can transfer meaning from L1 to L2