Bell Work Be prepared to share observation if called upon. Welcome Opening Prayer Sharing Observations
Feb 22, 2016
Bell WorkBe prepared to share observation if
called upon.
WelcomeOpening Prayer
Sharing Observations
The SIOP Model of Sheltered Instruction
THE SIOP MODEL
Lesson Delivery
Compre-hensible
Input
Lesson Preparatio
nBuilding
Background
Strategies
Interaction
Practice and
Application
Review and
Assessment
Content ObjectivesI will identify techniques for connecting students’
personal experiences and past learning to lesson concepts.
Language Objectives
1. I will complete a quick write describing how activating prior knowledge and building background differ instructionally.
2. I will discuss these differences with my colleagues.
Building Background•Effective teaching takes students from where they are and leads them to a higher level of understanding.
•Students learning English must have ample opportunity to use English; to hear and see comprehensible English; and to read, write, and speak English within the context of subject matter learning.
•It is not only the amount of exposure to English that affects learning, but the quality as well.
F7 Concepts Explicitly Linked to Students Background Experiences
Schemata - Knowledge of the world
Facts Ideas
TeachersWhat may appear to be poor comprehension or memory
skills may be a lack of experience or schemata for the concept.
What is meant by activating prior knowledge?
What is meant by building background?
2 minute quick write:
How do they differ instructionally?
Turn and Talk to your partner and be prepared to share. Buddy Buzz
If your students lack the schemata to understand the concept, three major instructional interventions need to be considered.
1. Teach vocabulary
2. Provide experiences
3. Introduce a conceptual framework (Graphic organizers, outlines, chapter reviews)
Providing ExperiencesWith your partner:Read activities on pg. 57 and be prepared to
share strategies that can be used in the classroom to activate prior knowledge or build background.
F8 Links Explicitly Made between Past Learning and New Concepts
Teachers must build a bridge between students’ current schemata and new
information.
Current Schemata
New Information
HOW do we build the bridge?Discussions: “Who remembers
what we learned about ______?
Reviewing graphic organizers, class notes,
vocabulary, outlines, charts, maps, etc.
A review of prior lessons focuses on the key concepts the students should
remember.
Introduce a Conceptual FrameworkKWLWhat I KnowWhat I Want to knowWhat I Learned
What I Know What I Want to Know
What I Learned
Content ObjectivesI will identify techniques for connecting students’
personal experiences and past learning to lesson concepts.
Language Objectives
1. I will complete a quick write describing how activating prior knowledge and building background differ instructionally.
2. I will discuss these differences with my colleagues.
AssignmentPlease turn in completed graphic
organizer on F7-8 Building Background (10 points)
Closing Prayer