Presentation on theme: "Dr. Migdalia Cruz de Arthurton Dr. John E. C. Hill"— Presentation transcript:
1Dr. Migdalia Cruz de Arthurton Dr. John E. C. Hill University of the Virgin IslandsSt. Thomas CampusSIOP: Sheltered Instruction for Language Development in the ESL Classroom!This presentation demonstrates the new capabilities of PowerPoint and it is best viewed in Slide Show. These slides are designed to give you great ideas for the presentations you’ll create in PowerPoint 2010!For more sample templates, click the File tab, and then on the New tab, click Sample Templates.Dr. Migdalia Cruz de ArthurtonDr. John E. C. Hill
3Dr. Migdalia Cruz de Arthurton Adjunct Professor at the University of the Virgin Islands in the School of Education.Dr. Cruz Arthurton has been an educator for the past 36 years. She has been an English teacher, English Supervisor, Counselor, Program Coordinator and District Coordinator in the public school system.Dr. Cruz Arthurton has presented in Guatemala, Barbados, Dominican Republic, St. Kitts and Puerto Rico.
4Dr. John E. C. HillDr. Hill is an Associate Professor at the University of the Virgin Islands in the School of Education.Dr. Hill has been an educator for the past 35 years. He has been a Principal, an Associate Vice-President of Academic Affairs, Dean of Under-Graduate School of Studies and Admission, and Dean of a number of Graduate Schools in several universities.Dr. Hill has presented in the United States, Latin America, and the Caribbean.
6Our Objectives for this Workshop. . . Content Objective: (WHAT)You will be able to understand at least 2 grouping considerations and 2 engagement strategies that you can use to increase interaction in your classroomLanguage Objective: (HOW)You will be able to share (speak) with a colleague about how you want to implement at least one of today’s strategies
8What is the SIOP Model?A variety of strategies, techniques, and materials for making grade-level core curriculum (reading, science, social studies, math) more accessible for English language learners (ELL) while at the same time promoting their English language development.
9The Eight Components of the SIOP Model PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice & ApplicationLesson DeliveryReview & AssessmentToday’s Topic!
11What does SIOP say about Interaction? Frequent opportunities for interactions and/or discussion between teacher/student and among students that encourage elaborated responses about lesson conceptsGrouping configurations support language and content objectives of the lessonSufficient wait time for student responseAmple opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
12Interaction Opportunities for Interaction Group Configurations and ActivitiesWaitTimeClarifyConceptsin L1
13Benefits of Interaction Increases use of academic languageImproves quality of student talkEncourages elaborated responsesProvides “oral rehearsal”Helps individualize instructionEncourages reluctant learners to participateAllows for written interaction with dialogue journalsPromotes a positive social climate
14Cooperative Learning Type of group to set up Changing groups RandomVoluntaryTeacher assignedChanging groupsFrequencyManagementGroup rolesGroup recorderMaterials collectorReporterFinal copy scribeIllustratorTimekeeperCheerleader/facilitatorMonitorMessenger
15Different grouping configurations have different advantages and disadvantages. Best to vary how you group learners to make the most of these differences. Sometimes weak learners can benefit from working with stronger students. ELLs may be able to accomplish a task that would be too difficult for them to carry out on their own under the guidance of another more proficient student. This follows Vygotsky’s zone of proximal development (ZPD). According to Vygotsky this is the most active and productive site of language acquisition. It does little good to ask learners to perform tasks that they cannot do at all. Instead, they should be encouraged to observe, listen, and gradually begin to collaborate in the activity, finally doing the task themselves. Help from peers is a necessary step on the way to language acquisition. The teacher can’t provide this guidance for every student all the time so pair ELLs with stronger peers. But, remember, if this is always the grouping, the weaker student may not have the needed opportunity to interact. Sometimes matching students of similar ability is best. Homogeneous grouping according to language proficiency might be effective (when working on a particular language structure that novices esp. need to learn). Also, when possible, make the ELL the expert – in math, art, construction English language proficiency is not the only criterion for grouping. Sometimes grouping should make the ELL the “expert” – in math, drawing, construction. Sometimes pair students with the same L1 to clarify concepts. Grouping Configurations For training the teachers: birthdays by season birthplace by geography taught in NC only vs. elsewhere For teaching the students: Group students to support language and content objectives Teacher can choose groupings or can allow students to choose (methods for teacher choice on next page…) If you choose to have students choose teams, to avoid having some students always be picked last, let last few students pick the group instead of having the team captain pick the students Grouping Configurationsindividual workpartnerstriadssmall groups of 4 or 5whole grouphomogeneous or heterogeneousgenderlanguage proficiencylanguage backgroundability
16Cooperative Learning Activities Information gap activitiesJigsawFour cornersNumbered heads togetherRound robin/roundtableQuestionnaires & interviewsThree-step interviewStory summariesLiterature study groupsWriting headlinesScience & math investigationsThink pair share
17Interaction Techniques for the Classroom Turn to your partnerForeheads in the middleVolunteer your partnerExplain a process to your partnerChoral reading, reader’s theatre, drama playAnother example:2 lines w/ position, question (e.g., “There should be laws vs. no laws” & have lines face each other to discuss).
18Activity Two: The Wright Family How did this activity make you feel? What did your group do?Who can tell me what the story was about? Why or why not?If the goal was comprehension, what could I have done differently?Do our activities support learning outcomes?
19Think About These Activities. . . . Building a device following written instructionsWriting a thank you noteDeciding on where to build a new parkWriting and illustrating a storyRetelling a storyDeciding how to spend $50,000 won in the lotteryInterpreting results of science experiments
20Review Learning Targets… Content Objective: (WHAT)You will be able to understand at least 2 grouping considerations and 2 engagement strategies that you can use to increase interaction in your classroomLanguage Objective: (HOW)You will be able to share (speak) with a colleague about how you want to implement at least one of today’s strategies
21ReferenceEchevarría, J., Vogt, M., Short, D. (2013). Making content comprehensible for English learners: The siop model. New York: Pearson Education Inc.