1. SIOP Sheltered Instruction Observation Protocol Component Four: Strategies Professional Development

2. It takes a whole village to raise a child. (African Proverb) All educational personnel assume responsibility for the education of ESOL students. (TESOL’s Vision of Effective Education for All Students)

3. SIOP Sheltered Instruction Observation Protocol—Strategies A presentation by GH ESL Team based on the SIOP Model book: “Making Content Comprehensible for English Language Learners” by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short—Pearson Education Inc., 2008

4. Objectives of this PD Content objectives: Participants will review the SIOP model Participants will expand their knowledge of learning strategies for ELLs Language Objectives: Participants will cooperatively complete the Brace Map Participants will view and listen to a presentation about SIOP Component #4--Strategies

5. SIOP Components 1. Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment On-line resources: http://www.misd.net/bilingual/ELL.pdfhttp://www.misd.net/bilingual/ELL.pdf

6. “Close collaboration between classroom and language specialist (ESL and bilingual) teachers is essential in meeting the educational needs of these students. Language development does not stop when students are not in ESL classes. All teachers need to work together to ensure that language skills are developed throughout the school day. (…) In many cases, ESL students may also need help in how to learn academic content.” (When they Don’t All Speak English; Integrating the ESL Students into the Regular Classroom; Edited by Pat Rigg and Virginia G. Allen; 1989;)

7. SIOP REVIEW ACTIVITY At your table, please fill out the Brace Map. Content objective: Cooperatively, review the first 2 components of SIOP Language Objectives: Read the components and feature strips and place them on the Brace Map. You have 5 minutes to complete this activity.

8. SIOP 1.Lesson preparation Content objectives… Language objectives… Content concepts appropriate for age.. Supplementary materials Adaptation of content Meaningful activities … 2.Building background Concepts linked to students’ background Links made between past learning and new concepts Vocabulary emphasized 3.Comprehensible input 4.Strategies (…)

9. Why Learning Strategies are Important?  Strategies represent the dynamic processes underlying learning.  Active learners are better learners.  Strategies can be learned.  Academic language learning is more effective with learning strategies.  Learning strategies transfer to new tasks. Source: The CALLA (Cognitive Academic Language Learning) Approach) Handbook, Chamot and O’Malley

10. Component #4: Strategies Features: 13. Ample opportunities for students to use learning strategies 14. Scaffolding techniques consistently used 15. A variety of questions or tasks that promote higher-order thinking skills “Techniques and methods for learning and retaining information are systematically taught, reviewed, and assessed in effective SIOP classrooms.” (Echevarria, page 95)

11. STRATEGIES Learning StrategiesScaffolding TechniquesH.O. Questioning MetacognitiveVerbal CognitiveInstructional Social/Affective CALLA (Cognitive Academic Language Learning Approach) suggests making color –coded strategy posters: blue represents calmness and control; green represents growth; orange is a warm color

12. Component #4: Strategies Metacognition is the process of purposefully monitoring our thinking. Metacognition is characterized by:  Matching thinking and problem solving strategies to particular learning situations  Clarifying purposes for learning  Monitoring one’s own comprehension through self- questioning  Taking corrective action if understanding fails

13. Component #4: Strategies Cognitive strategies help students organize the information they are expected to learn through the process of self-regulated learning. (Paris, 2001, quoted in Echevarria, page 96) Examples of cognitive strategies:  Previewing text before reading  Establishing a purpose for reading  Making connections between personal experiences and a story  Taking notes during a lecture  Completing a graphic organizer or Thinking Map  Creating a semantic map

14. Component #4: Strategies Social/affective strategies are  identified as the social and affective influences on learning.  particularly important in second language acquisition Examples:  Questioning for clarification  Cooperation  Self-talk

15. A continuum of strategies (Muth and Alvermann) Teacher-CenteredTeacher-Assisted Peer-Assisted Student-Centered (Please see handouts—SIOP Strategies bookmark; Learning Strategies in the Classroom; Learning Strategies--bookmarks) STRATEGIES

16. The ultimate goal is for students to develop independence in self-monitoring and self- regulation through practice with peer-assisted and student-centered strategies. Strategies should be 1.taught through explicit instruction 2.carefully modeled 3.Scaffolded (See handout—How to Teach Learning strategies)

17. A repertoire of strategies found to be effective with second language learners

18. A memory system often involving visualization and/or acronyms Online mnemonics STRATEGIES

19. Rehearsal strategies are used when verbatim recall of the information is needed. Examples: Visual aids such as flash cards Underlining and note-taking (cognitive strategies) also help students commit information to memory

20. STRATEGIES SQP2R Surveying Questioning Prediction Reading Responding Online posters More posters

21. STRATEGIES CALLA COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH Chamot & O’Malley CALLA (pronounced kala) is an instructional system designed to develop academic language skills in English for students in upper elementary and secondary schools.

22. Preparation: Develop students’ awareness through a variety of activities. Presentation: Teach the strategy explicitly. Practice: Provide opportunities for practicing the strategy in varied contexts. Evaluation: Teach students to evaluate their own strategy use. Expansion: Encourage students to apply the strategies in other learning areas. (See handout: How to teach learning strategies) Source: CALLA

23. GIST is a summarization procedure that assists students in “getting the gist” from larger texts. Step 1: Students and teacher read a section of text and underline 10 or more most important words or concepts. Step 2: Together write a summary statement or two, using the underlined words. Step 3: Repeat the process through subsequent sections of the text. Step 4: Write an overall summary sentence for the entire text. STRATEGIES

24. Component #4: Strategies Features: 13. Ample opportunities for students to use learning strategies 14. Scaffolding techniques consistently used, assisting and supporting student understanding

25. Scaffolding is a term associated with Vygotsky’s (1978) notion of Zone of Proximal Development (ZPD). Teachers scaffold instruction when they provide substantial amounts of support and assistance in the earliest stages of teaching a new concept or strategy, and then gradually decrease the amount of support. (Vacca, 2002) Two types of scaffolding can be used effectively with ELLs:  Verbal scaffolding  Procedural scaffolding

26. Scaffolding Techniques Verbal Scaffolding  Teachers use prompting questioning, and elaboration to facilitate students’ movement to higher levels of language proficiency  Teachers promote confidence when scaffolding is geared to a student’s language competence

27. Scaffolding Techniques Examples of verbal scaffolding:  Paraphrasing in order to model correct English usage and more sophisticated academic language  Using “think-alouds” to model how effective strategy users think and monitor their understandings  Reinforcing contextual definitions  Providing correct pronunciation by repeating students’ responses  Slowing speech, increasing pauses, and speaking in phrases; allow students the wait time they may need to process information in English

28. Scaffolding Techniques Examples of procedural scaffolding:  Using an instructional framework that includes explicit teaching, modeling, and practicing opportunities with others  One-on-one teaching, coaching, and modeling  Small group instruction with students practicing a newly learned strategy with another more experienced student  Partnering or grouping students for reading activities

29. Component #4: Strategies Features: 13. Ample opportunities for students to use learning strategies 14. Scaffolding techniques consistently used 15. A variety of questions or tasks that promote higher-order thinking skills

30. A variety of questions or tasks that promote higher-order thinking skills Multiple knowledge taxonomies: Bloom Taxonomy—a continuum of knowledge(1956) Krathwohl (2001)—a revision of Bloom’s taxonomy Webb’s “Depth of Knowledge” Marzano’s four levels of the cognitive system Daggett’s application model Rigor/Relevance Framework Rigor and Relevance Worksheets Whatever taxonomy teachers choose to use for their lessons, it is important that they carefully plan higher- order questions prior to lesson delivery. It is just too difficult to think of higher-order questions “on your feet.” Echevarria, page 103

31. A variety of questions or tasks that promote higher-order thinking skills Bloom’s Taxonomy across stages of language acquisition (online resource) (See handout) YES, it is possible to reduce linguistic demand of responses while still promoting higher levels of thinking. Example (study of plan reproduction): 1.Are seeds sometimes carried by the wind? 2.Which of these seeds would be more likely to be carried by the wind: the round one or smooth one? Or this one that has fuzzy hairs? (…) Why do you think so? Which question promotes higher level thinking skills and why? Volunteer?

32. A variety of questions or tasks that promote higher-order thinking skills Answer: 2. Which of these seeds would be more likely to be carried by the wind: the round one or the smooth one? Or this one that has fuzzy hairs?

33. A variety of questions or tasks that promote higher-order thinking skills Strategies: QAR (Question-Answer Relationship) SQP2RS (Survey-Question-Predict-Read-Respond- Summarize) QtA (Questioning the Author)

34. A variety of questions or tasks that promote higher- order thinking skills QAR—Question-Answer Relationship When students are able to determine levels of questions, they can be taught to ask their own questions of varying levels.

35. A variety of questions or tasks that promote higher-order thinking skills QAR—Question-Answer Relationship Teacher questions by quadrant

36. A variety of questions or tasks that promote higher-order thinking skills QAR—Question-Answer Relationship Resources  A Step-by-Step Guide for Teaching QAR A Step-by-Step Guide for Teaching QAR  Posters and signs Posters and signs

37. A variety of questions or tasks that promote higher- order thinking skills  Questioning the Author—QtA can be used to develop students’ comprehension of textbook materials  Works well with both narrative and informational texts QtA Resources This site includes information, technology tools, and much more!

38. Objectives of this PD Content objectives: Participants will review the SIOP model Participants will expand their knowledge of learning strategies for ELLs Language Objectives: Participants will cooperatively complete the Brace Map Participants will view and listen to presentation about SIOP Component #4--Strategies

39. Education brings daybreak; ignorance-a long, long night. Maya Angelou

40. Thank you! Multumesc! Danke! Hartelijk bedankt!