MISD Bilingual/ESL Department SIOP Interaction January 21 and 23, 2014

How have we been doing? Lesson Preparation Building Background Comprehensible Input Strategies

Background Studies have indicated that, in most classrooms, teachers dominate the linguistic aspect of the lesson, leaving students severely limited in terms of opportunities to use language in a variety of ways. Goodland, 1984; Marshall, 2000

SIOP: Interactions Frequent Opportunities for Interaction and Discussion (use the language)

Objectives Content ◦ Select from a variety of activities that promote interaction and incorporate into lesson plans ◦ Design grouping patterns that support lesson content and language objectives ◦ Identify techniques to increase wait time ◦ Identify resources to support student clarification in the native language. Language ◦ Explain in writing the purpose of student-student interaction for language development ◦ Describe techniques to reduce the amount of teacher talk in a lesson. ◦ Practice asking questions that promote student elaboration of responses.

Interaction Language development is active, not passive. Language is the primary vehicle for intellectual development (Vygotsky, 1981). Practice with and use of language is limited in schools.

Interaction Teachers must conscientiously plan for a variety of grouping arrangements during lessons. Instructional conversation is an effective approach for facilitating meaningful discussion. Research indicates that a student’s native language is a tremendous resource that can facilitate understanding of information and concepts.

Instructional Conversation

Get a copy each of the different articles on IC Everyone’s a Teacher to Someone Using Instructional Conversation The Instructional Conversation: Teaching and Learning in Social Activity Instructional conversations: Promoting comprehension through discussion Making Connections Learning the Art of Instructional Conversation Instructional Conversation Instructional Conversation ERIC

Working Together… You will create a product that answers the following questions: ◦ What is instructional conversation? ◦ What are the 10 elements of instructional conversation?  5 instructional  5 conversational ◦ How will you use instructional learning in your classroom?

Create a Foldable Using the elements of instructional conversation articles and handouts: Create a foldable a lapbook a minibook your choice?

Minibooks

Foldables les-graphic-organizer-examples.html les-graphic-organizer-examples.html Dinah Zikes (foldable guru): tip-foldables-factory.html tip-foldables-factory.html

Lapbooks lapbook_templates.shtml lapbook_templates.shtml peek-into-new-lapbooks/ peek-into-new-lapbooks/

Jacob’s Ladder Foldable / /

Instructional Conversation Share whole group

Direct Instruction vs. Instructional Conversation Read the comparison chart Discuss with a partner Share your ideas with a partner Draw a representation that shows the difference between the two Share whole group

Direct Instruction Instructional Conversations Teacher models for imitationTeacher models for facilitation Elicits exact responseEncourages connections with background knowledge and experiences Skills-directedThinking-directed Easy to evaluateEncourages diverse performances Lock-step instructionSequence of instruction responsive to learners and context Teacher-centeredStudent-centered Guided and independent practice following instructionEstablish common foundations for understanding No extension/expansionExtensive discussion Step-by-step masteryActive use of skills and knowledge as needed Checks for understanding (IREs)Guided understanding with conversational responsiveness Teacher assistance when requestedTeacher assistance at teachable moments then fading Table provided by Prof. Meskill, ETAP 723 Computer-Mediated Communication

Grouping Configurations Avoid “tracking” ◦ Homogeneuos grouping Whole group Cooperative learning Flexible small groups Triads Partnering

Grouping Configurations Helps maintain students’ interest Increases student involvement in the learning process Increases chance that student will be exposed to their preferred mode of instruction Provides movement Two different grouping structures during a lesson

Grouping Configurations Read through handout on flexible grouping Discuss at your table Choose one form Discuss how you can incorporate it into your lessons How can you share this technique with your team or school?

Wait Time What is it? ◦ Discuss with your partner

Wait Time Varies by culture ELLs must translate, process, translate, speak Allow students to express thoughtfully without interruption Allow others to write response while waiting Allow help for students that cannot articulate their answer Use game show cues: 50-50, Phone a friend Find balance between wait time and moving lesson along Be patient!

Clarify Key Concepts Remember the Iceberg Model?

It’s the everyday language needed for daily, social interactions It’s the language students need to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in academic contexts.

Clarify Key Concepts Remember the Iceberg Model/Theory? What about the Dual Iceberg Model/Theory?

L 1 – Primary Language L 2 – Second Language Common Underlying Proficiencies (CUPS) CALP BICS

USING L1 IN THE L2 CLASSROOM Take the article… Assign paragraphs to different people at your table, read, and discuss each section

Summary Teachers need to create ample opportunities for English learners to practice using academic English, among themselves and with teachers.

Homework Assignment Interact with your students and get to really know them!!! ◦ Bring examples of how you are doing this in your lessons. First fifteen minutes of our next meeting will be devoted to sharing with the class. us any time if you need additional support –  