Objectives for today s session

Transcription

1

2 Objectives for today s session You will understand that SIOP is a model that can be applied to any CLIL context. You will acquire an overview of the model and the eight steps that support it. You will be able to name at least three ideas that you could possibly use in your teaching at the university level.

3 What is SIOP? SIOP stands for: Sheltered Instruction Observation Protocol

4 The SIOP Model Sheltered Instruction Observation Protocol (Echevarria, Vogt, & Short, 2000; 2004; 2008) SIOP is a model that makes academic content (e.g., biology, history, linguistics, mathematics) more accessible for English language learners, and at the same time, it promotes language development.

5 Application of the SIOP model SIOP is used extensively in North America and is becoming increasingly popular in Spain. SIOP can be applied to any CLIL / Content Based instructional setting, in any country, in any linguistic situation, and at any level of education.

6 SIOP is an eight step model that gives teachers the tools to implement CLIL teaching effectively. Some aspects of the SIOP model are incredibly simple, yet at the same time, they are effective and easy to incorporate.

7 Theoretical Influences SIOP fuses techniques and strategies that promote both acquisition and learning. Krashen s Language Acquisition Theory BICS and CALP Jim Cummins Vygotsky - Scaffolding

8 The SIOP model 1. Lesson preparation 2. Building background 3. Comprehensible input 4. Strategies 5. Interaction 6. Practice/application 7. Lesson delivery 8. Review and assessment 8/2/12 8

9 Lesson Preparation: Setting objectives Content Objectives: What aspect of the content material is the aim for one particular lesson? Language Objectives: What specific language will be used for the teaching of the content material?

10 Features of Lesson Preparation 1. Content and Language objectives clearly defined, displayed, and reviewed with students 2. Supplementary materials used to a high degree, making the lesson clear and meaningful 3. Adaptation of content in order to facilitate the content so that it is better understood 4. Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking Echevarria, Vogt, & Short, 2000; 2004; 2008

11 Sharing objectives SIOP promotes the sharing of content and language objectives with students. What do you suppose is the reasoning behind this? Think-Pair-Share

12 Objectives Objectives are like road maps. They help both teachers and students get to where they are going!

13 Developing Language Objectives Key Vocabulary: BICS and CALP CEF Language Skills: Listening, Reading, Writing, Speaking and Speaking Interaction

14 What is Academic Language? Academic language is specific vocabulary not typically encountered in everyday settings. Academic language must be part of your key vocabulary.

15 The Iceberg Theory of BICS and CALP (Cummins, 1979, 2000)

16 Preparing Language Objectives for SIOP Lessons

17 Verbs for writing content and language objectives Verbs for Content objectives Identify Comprehend/understand Solve Investigate Distinguish Compare Hypothesize Create Select Verbs for Language objectives Name Retell Define Summarize Persuade Explain Write Respond Talk about Echevarria, Vogt, & Short, 2000; 2004; 2008

18 Content objectives:

19

20 Building Background Begin with an activity in order to link prior learning. Learning is more effective and students are more successful when new material is connected to previous knowledge.

21 Features of Building Background 1. Concepts explicitly linked to students background experiences 2. Links explicitly made between past learning and new concepts 3. Key vocabulary emphasized Echevarria, Vogt, & Short, 2000; 2004; 2008

22 Comprehensible Input If students do not understand what we are saying, students will not learn the target input during the lesson. Is this our responsibility? Think Pair - Share

23 Making Input Comprehensible through Verbal Scaffolding Use slow, deliberate speech Use repetition abundantly Monitor the vocabulary and sentence structures that are used Paraphrase: give an example for a technical word or term Use cognates Use images and words during explanation

24

25

26 Procedural Scaffolding Explicit teaching Modeling Practice opportunities with others Expectations for independent application

27 Clear explanation of academic tasks Always model Always provide an example for your students Use a combination of nonverbal and verbal cues: first, second, then Have your students retell YOU the instructions.

28 Strategies Teachers need to use the following strategies: Metacognitive Learning to learn Cognitive Ways of organizing knowledge efficiently and graphically Socio-Affective

29

30

31 Socio-Affective Strategies

32 Gradual Release of Responsibility Scaffolding Explicitly Teach Model Guided Prac5ce Prac5ce/ Apply Independent Work From: Echevarria, J., Vogt, M.E. & Short, D. (2008). Making Content Comprehensible for English Language Learners: The SIOP Model, Third Edition. Boston: Allyn & Bacon.

33 Interaction SIOP calls for two distinct types of interaction: Teacher Student Student - Student

34 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 Echevarria, Vogt, & Short, 2000; 2004; 2008

35 Interaction When teachers and students interact, students have the opportunity to actively use: CALP BICS demonstrate their understanding of the content material

36

37 About clases magistrales Clases magistrales or lecturing cannot be successful unless it engages % of our students; however, lecturing will never give students the opportunity to use the target language actively. Lecturing is a monologue. Teaching, instruction and facilitation should always monitor if students are learning during the lesson. How is this done? This is done through language interaction.

38 Practice and Application Hands-on materials, activities Time to practice Application to the CEF skills: reading, writing, listening speaking and speaking interaction

39 Lesson Delivery Does the lesson support the content and language objectives with appropriate pacing. Are 90% - 100% of the students engaged?

40 Review and Assessment Is there sufficient review before students are assessed? Is sufficient feedback given to students in order to scaffold instruction positively? What type of assessment is employed? Are objectives differentiated?

41 The Lesson delivery I Greeting of students / Establishing rapport II Sharing of objectives III Building Background IV Introducing the lesson

42 V Teacher student interaction (scaffolding) VI Student- student interaction (scaffolding) VII Teacher student interaction (scaffolding) VIII Assessment: formal and informal IX Closing of lesson: assess with class whether objectives have been met.

43 Wrap Up Wrap Up: The lesson comes full circle and the teacher refers back to the content and language objectives. This promotes a sense of completion, a sense of group and promotes learner autonomy.

44 Objectives for today s session You will understand that SIOP is a model that can be applied to any CLIL context. You will have an overview of the model and the eight steps that support it. You will be able to name at least three ideas that you could possibly implement in your teaching at the university level.

45 Thank you! Enjoy the rest of the seminar!