Vocabulary Review: BINGO 1. Fold a piece of paper 4x4 2. In each space, write one of the terms below. Order terms however you wish. Group Work ELP CALP Different- iation L2 L1 P.I.E.S . EL/LEP IELA BICS Scaffolding READINESS Lau vs. Nichols SIOP RtI Cooperative Learning
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Vocabulary Review: BINGO 1. Fold a piece of paper 4x4 2. In each space, write one of the terms below. Order terms however you wish. Different- iation SIOP.
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Vocabulary Review: BINGO1. Fold a piece of paper 4x42. In each space, write one of the terms below.
Order terms however you wish.
Group Work ELP CALP
Different-iation
L2 L1 P.I.E.S. EL/LEP
IELA BICS Scaff olding READINESS
Lau vs. Nichols SIOP RtI
Cooperative Learning
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Assessment & Feedback
Sheltered Instruction
Practice & Application
SIOP Component 6
Today’s Goals / Objectives
Content Objectives:Know three features of SIOP component,
Practice and Application: ◦F20 - Hands-on materials and/or manipulatives◦F21 – Activities to apply content and language
knowledge◦F22 – Integration of all language skills
Language Objectives:
Practice & Application
20. Hands-on Practice /
manipulatives
21. Application of
content / language
22. Integration of
reading, writing,
listening, and speaking
Are You Really Allowing Practice Time?
• If the teacher prompts and gives feedback – but no recorded score – the activity is practice / instruction.
• If the teacher records a score, the activity is assessment – not practice.
Pollock, 2007
So…• If you teach and/or model your
objectives,…• …but then immediately assign a task that
will culminate in a score…
• You HAVE NOT yet provided practice.
Anita Archer’s Model of Effective Instruction
• I do it.–We do it.–We do it.–We do it.–We do it.–We do it.–We do it.• You do it.
Instruction
Assessment
PRACTICE
Practice / Application Ideas
I’m Thinking!
I Got It!
Magic Buttons
Practice / Application Ideas
Take Your Corners
Persuasive
Expository
Narrative Technical
A
C
D B
Pre-writing
Revising
Editing Drafting
Ideas
Style
Mechanics Organization
Practice / Application Ideas
Stand Up/ Sit Down1. Agree / Disagree2. True / False3. Fact / Opinion4. Yes / No5. Positive / Negative
Lesson Delivery
SIOP Component 7
Today’s Goals / Objectives
Content Objectives:Know four features of SIOP component, Lesson
Delivery: ◦F23 – Clearly supported content objectives◦F24 – Clearly supported language objectives◦F25 – Active engagement 90-100% of time◦F26 – Pacing appropriate to student readiness
Language Objectives:
Lesson Delivery23. Teach content
objectives
24. Teach language objectives
25. Active engagement 90-100% of
time
26. Appropriate
pacing
The Big Picture
• Scientifically proven to improve student
achievement
• Diagnostic• Formative• Summative
• Research base required! (SIOP, RtI, cooperative
learning, etc.)
• Learning targets / objectives – not textbooks!
Curriculum
Instruction
Feedback
Assessment
Dufour’s Four Questions
3. What will we do with students who already know it?
4. How will we respond to students who do not learn?
1. What do we want students to learn?
2. How will we know when they have learned it?
Learning Targets / Objectives
Assessment
Differentiation / Enrichment
Intervention (RtI) / Prevention vs. Cure
The difference between more effective teachers and their less effective colleagues is not what they know. It is what they do.
Todd Whitaker
Analyze Personal Implementation of SIOP
Principles
SIOP Self-Assessmentand Factors to Consider
With lecture only, students forget most information within two weeks & practically all within two years. (Gee 2003)
Amount of Transfer
Teach Others/Use Learning
Practice & Real Application
Discussion Group
Demonstration
Audio Visual
Reading
Lecture
90%
75%
50%
30%
20%
10%
5%
Learning Retention
William Glasser, The Quality School
Effective Lesson Planning
Teaching Schema for Master Learners(GANAG)
Lesson Planning Steps
First, ask yourself the following questions:
1. What do we want students to learn? (This is your goal/objective)
2. How will we know when they have learned it?3. What will we do with students who already
know it?4. How will we respond to students who do not
demonstrate learning?
Critical parts of lesson: Goal/Objective (G/O): What will students know, do, or
understand?
Access Prior Knowledge (APK): Engage students; find out what they already know and connect to prior learning.
New Information (NI): Introduce new information. Teach effective learning and practice strategies
Application (APP): Ask students to apply what they’ve learned in a quality, reliable way. Make learning relevant.
Generalization (GEN): How will students use this knowledge? Provide time for students to reflect upon/summarize what they’ve learned through writing or speaking.
Feedback (FB): Connect back to learning goals; offer specific, corrective feedback regularly throughout learning.
Homework (HW – Optional)Lesson Planning Steps
Lesson Planning Steps
Feedback
4. APP
5. GEN
1. G/O2. APK
3. NI
HW
Ask a colleague to observe you teaching a SIOP lesson and give you feedback using the SIOP protocol.
Each E-log should clearly reflect the last class session. Points may be earned for the following: