Presentation on theme: "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. Differentiation SIOP."— Presentation transcript:
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. Differentiation SIOP
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: Describe (in writing) effective methods for student practice and share verbally.
Practice & Application
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. 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 NarrativeTechnical A C DB Pre-writing Revising EditingDrafting Ideas Style MechanicsOrganization
Practice / Application Ideas Stand Up/ Sit Down 1. Agree / Disagree 2. True / False 3. Fact / Opinion 4. Yes / No 5. Positive / Negative
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
Think, Pair, Share 1. Individually on an index card, title and write directions for the most effective practice strategy that you use with your students. 2. In Round Robin format, have each person share their strategy with their table mates. 3. Submit all index cards to Shelly. These will be typed and submitted to you electronically.
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 % of time ◦F26 – Pacing appropriate to student readiness Language Objectives: Self-Assess your current level of SIOP implementation. Generate a research-based lesson plan to use with your students.
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! CurriculumInstruction FeedbackAssessment
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-Assessment and Factors to Consider
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
Feedback 4. APP 5. GEN 1. G/O2. APK3. 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: Case Study Student – BLUE font. Successes / Aha Moments – GREEN font. Student “data” for use in instruction– PINK font. Differentiation Strategies – ORANGE font. Cooperative Learning / Interaction – PURPLE font. Academic Vocabulary– BROWN font. Building Community– NAVY font. Obstacles/Questions– RED font.