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SIOP Component 5: Interaction. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.

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Presentation on theme: "SIOP Component 5: Interaction. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice."— Presentation transcript:

1 SIOP Component 5: Interaction

2 Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice / Application 7.Lesson Delivery 8.Review / Assessment

3 School is a place where young people go to watch old people work. John Goodlad

4 A long time ago, there was no such thing as school, and children spent their days learning a trade, a phrase which here means standing around doing tedious tasks under the instruction of a bossy adult. In time, however, people realized that children could be allowed to sit, and the first school was invented. Lemony Snicket

5 Content Objectives: Select from variety of activities that promote interaction Design grouping patterns that support lesson content/language objectives Language Objectives: Explain purpose of student-student interaction for language development Describe strategies to reduce amount of teacher talk in a lesson. Identify resources to support student clarification in native language (L1).

6 PIE Graph

7 SIOP Features: Component 5 F16 - Frequent opportunities for interaction / discussion F17 - Group configurations F18 - Wait time F19 - Key concepts clarified in L1 (Native Language)

8 F16 - Frequent opportunities for interaction / discussion Research shows that classes are characterized by excessive teacher talk (99) When students were asked to respond, it was usually only simple recall statements Students learn more when participating fully, discussing ideas/information (102) ELs need the most opportunities to practice using English language Encourage elaboration – what do you mean by, What else…(103)

9 F17 - Group configurations In many schools, ELs are grouped in low ability groups regardless of ability. In low groups, teachers… –…talk more; ask lower-level questions; cover less; –…spend more time on skill and drill; provide fewer opportunities for leadership & independent research; –…encourage more oral than silent reading; teach less vocabulary; allow less wait time; –…spend twice as much time on behaviors

10 Why Use Interaction? Students may feel more comfortable with other students (e.g. no stupid questions) One of the best methods of gaining clearer, long-lasting understanding is explaining to someone else We learn more from doing than hearing

11 Why Use Interaction? Interaction allows students to capitalize on others –Life experiences –Knowledge capabilities –Diverse backgrounds –Personalities –Interests

12 Jigsaw At your table, assign each person one interactive strategy to read about. Take turns teaching strategies to each other at your table.

13 F18 - Wait time Varies by culture from overlap to minutes between utterances Have advanced students write answers during wait time Allow students to use or Phone a friend

14 F19 - Key concepts clarified in L1 Bilingual aide Peer Use of materials written in students native language Websites that offer translations Free Translation World Lingo Reverso Text Translation

15 Share One, Get One In the matrix, write three concepts about interaction or strategies to promote interaction As you move around the room, obtain six more ideas from your colleagues

16 Content Objectives: Select from variety of activities that promote interaction Design grouping patterns that support lesson content/language objectives Language Objectives: Explain purpose of student-student interaction for language development Describe strategies to reduce amount of teacher talk in a lesson. Identify resources to support student clarification in native language (L1).

17 Teaching Challenge Increase interaction opportunities among your students, and… Gradually decrease teacher talk in your lessons (if necessary)


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