siop model powerpoint presentation

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The SIOP Model Faculty Presentation - PowerPoint PPT Presentation

The SIOP Model Faculty Presentation

The siop model faculty presentation – powerpoint ppt presentation.

• Today we are going to continue looking at the
• individual components within the
• Sheltered Instruction Observation Protocol
• Lesson Preparation
• Building Background
• Comprehensible Input
• Interaction
• Practice and Application
• Lesson Delivery
• Review and Assessment
• The Sheltered Instruction Observation Protocol
• is a teaching framework based on
• decades of research of best practices
• It is not an evaluation instrument
• Implementation of SIOP can and will vary
• depending on the needs of each school
• This month we will preview the SIOP Components
• Comprehensible Input Strategies
• In order for our students to understand our instruction, it is imperative to implement techniques to improve comprehensibility
• The SIOP component of Comprehensible Input includes these features
• Speech appropriate for student proficiency levels (i.e. slower rate, clear enunciation, etc.)
• Clear explanation of academic tasks
• A variety of techniques to make content concepts clear (i.e. modeling, visuals, hands-on activities, demonstrations, gestures, body language, etc.)
• Acquiring a new language and becoming proficient with vocabulary takes time
• Comprehensible input is achieved when teachers pay attention to the unique linguistic levels/needs of learners and consistently incorporate these techniques into their daily teaching routines
• Effective SIOP teachers are aware of the varied language proficiency levels of their students
• Classroom instruction is then varied and adjusted to meet the various language levels
• SIOP teachers use a variety of techniques, including modeling, gestures, hands-on activities, and demonstrations, so that students understand and learn the content material
• The goal increased student success!
• Use gestures, body language, pictures and objects to accompany speech
• Provide a model of a process, task or assignment
• Preview material with students
• Use multimedia and other technologies in lessons
• Provide consistent and repeated exposures to words, concepts and skills
• Be succinct use concrete, realistic models
• Techniques and methods for learning and retaining information are systematically taught, reviewed, and assessed in effective SIOP classrooms
• The SIOP Component of Strategies includes these features
• Ample opportunities provided for students to use learning strategies
• Scaffolding techniques consistently used, assisting and supporting student understanding (e.g., think-alouds)
• A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
• A primary goal of instruction is to assist all students in becoming strategic thinkers those who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information, and achieving academic success
• The strategies component focuses on the cognitive and metacognitive strategies that learners use to make sense of new information and concepts
• Examples of learning strategies include
• Rereading, note taking, organizing information, predicting, self-questioning, evaluating, monitoring, clarifying and summarizing
• SIOP studies have shown that explicit teaching and modeling of these (and other) strategies help students become more strategic in their thinking and learning
• (CREDE, 1996-2000)
• The ultimate goal is for students to develop independence in self-monitoring and self-regulation through practice with peer-assisted and student-centered strategies
• Effective SIOP teachers scaffold their lessons and provide many opportunities for learners to practice a variety of learning strategies in order to make the content comprehensible
• Use think-alouds to model learning strategies
• Slow speech, increasing pauses and speaking in phrases
• Use graphic organizers
• Model and rehearse strategies such as
• Note taking
• Highlighting
• Making flash cards

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