1. SIOP Interaction, Practice & Application

2. How have you been doing?  Lesson Preparation  Building Background  Comprehensible Input  Strategies

3. 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

4. Teachers talk too much Students don’t talk enough!

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

6. 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.

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

8. 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 using a student’s native language helps students understand content information and concepts. (Student’s first language)

9. Get the students talking!

10. 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

11. 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?

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

13. Minibooks http://jimmie.squidoo.com/minibooks

14. Foldables  http://rainbowswithinreach.blogspot.com/2012/03/f oldables-graphic-organizer-examples.html http://rainbowswithinreach.blogspot.com/2012/03/f oldables-graphic-organizer-examples.html  Dinah Zikes (foldable guru): http://www.scribd.com/doc/77370206/Foldables http://www.scribd.com/doc/77370206/Foldables  http://www.ateacherstreasure.com/2011/10/treasure d-tip-foldables-factory.html http://www.ateacherstreasure.com/2011/10/treasure d-tip-foldables-factory.html

15. Lapbooks  http://www.homeschoolhelperonline.com/lapbook_te mplates.shtml http://www.homeschoolhelperonline.com/lapbook_te mplates.shtml  http://heartofwisdom.com/blog/sneak-peek-into- new-lapbooks/ http://heartofwisdom.com/blog/sneak-peek-into- new-lapbooks/

16. Jacob’s Ladder Foldable  http://www.pinterest.com/pin/7670261836723490/ http://www.pinterest.com/pin/7670261836723490/

17. Instructional Conversation Share whole group

18. 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

19. 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

20. http://teachinglearningresources.pbworks.com/f/1227106419/instructional%20strategies.gif

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

22. 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  Use two different grouping structures during a lesson

23. Grouping Configurations  2 types of grouping  Teacher led groups  Whole group  Small group  Individual (one on one with teacher)  Student led groups  Collaborative (everyone mixed up)  Performance based (based on data)  Dyad (partner strong student with weaker student)

24. Homogeneous Groups: Students ability levels are similar or all the same (data driven) Heterogeneous Groups: Students are mixed to spread out the ability levels within the group http://www.shakopee.k12.mn.us/cms/lib07/MN01909221/Centricity/Domain/50/Strategic %20Grouping(1).jpg

25. Group by academic ability levels

26. Ways to Increase Interaction in the Classroom

27. Take a Stand…  The teacher needs to have a set of questions prepared ahead of time.  This can be done in small groups (or individually).  Students will stand if they agree.  Students will need to stay seated if they disagree.  All students will need to be prepared to share “why” they got that answer and possibly persuade their class mates to side with them.  A variation can have the students generate the statements posed to the class.

28. Find Your Match  Use vocabulary cards (need two sets with as many cards per set for half of your class)- introduce the cards before starting the activity  Students begin reading the word and definition that is written on the cards.  When the teacher gives the signal, students stand up and begin walking around the room looking for your “match”.  When you find your match, do a cheer of your choice. Then, reread the word & definition together.  Give the cards back to the teacher.

29. Jot Thoughts  Each person at a table needs a pencil and some small sticky notes  Take turns writing, or drawing about how vocabulary cards can be used in (your) classroom.  Do one idea per sheet.  Think multi-disciplinary and multi-grade level  Write or draw until you hear the signal word/motion from the teacher.  Read and classify what ideas your group came up with. (Be prepared to share with the group!)

30. Wait Time  What is it?  Discuss with your partner

31. Wait Time Wait Time: Research finds that in most classrooms, students are typically given less than one second to respond to a question posed by the teacher.

32. 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!

33. Wait Time When you ask a question in your class:  Don’t start the question by calling on one particular student  Pose the question to the whole class so the other kids don’t think they are not responsible for answering  Ask students not to raise their hands if they have the answer  Ask the question, wait for a least 7 seconds, then request an answer  You will receive a heightened level of interaction and the answers will be better

34. 3 Minute Pause  Use anytime in the lesson  Give teams 3 minutes to review what has been presented thus far  This allows students to ask clarifying questions to the team, other teams, and/or teacher

35. 3 Stay, 1 Stray  In groups of four or more, students try to answer a question or solve a problem  While they work, each group sends 1 person to “stray” to other groups to compare other teams’ solutions  The person reports back to the group what was learned from the other groups

36. Clarify Key Concepts  Remember the Iceberg Model?

37. 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.

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

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

40. Using L1 in the L2 classroom Take the article…Be prepared to interact with the content of the article in our session in February.

41. Superman Practice & Application

42. Superman Practice & Application Did that take any practice?

44. Practice & Application Limited English Proficient (LEP) students (crucial that they practice) All English Language Learners (ELLs) (must practice) All Students (need practice)

45. Language Acquisition Providing comprehensible input – to acquire language.

46. Language Acquisition Comprehensible Input Can they understand you?

47. Language Acquisition Comprehensible Input Do they have the vocabulary necessary to understand?

48. Language Acquisition The affective filter : a cognitive shut-down if anxious.

49. Practice & Application It is essential that students acquiring English have multiple, daily opportunities to practice and apply what they are learning for two reasons: 1. Students are more likely to retain new information if they immediately put it to use 2. Teachers can assess students’ learning while they are practicing and applying their new understanding

50. Practice & Application These opportunities for practicing and applying new learning must occur regularly within each lesson, not just at its conclusion.

51. Do you have a hobby? Turn to your neighbor and explain your hobby

52. Hobby  Were you good at your hobby the first time you did it?  How long did you have to practice? How often did you have to practice?

53. 3 Components of Practice & Application  Hands-On Practice with New Knowledge  Application of Content and Language Knowledge in New Ways  Integration of All Language Skills

54. Practice & Application Just like riding a bike… Training wheels Talking about experience Listening to others describe the experience Observing others Help from others Independent practice

55. Practice & Application Just like riding a bike… Training wheels Talking about experience Listening to others describe the experience Observing others Help from others Independent practice

56. What do I do?  Hands-on materials, realia and/or manipulatives provided for students to practice using new content knowledge  Activities provided for students to apply content and language knowledge in the classroom  Activities integrate all language skills (i.e., reading, writing, listening and speaking)

57. Practice & Application Meaningful practice allows teachers the opportunity to observe the extent to which all students, especially English learners, understand new information and concepts Teachers Students

58. Practice & Application  Practice and application should include not only end-of-unit activities, but also opportunities to practice and apply what students have learned during lessons  When are kids going to learn the vocabulary & language if we never give them the opportunity to use it?

59. Practice & Application  Carefully choose activities in lesson  Activities must support students’ progress (who needs practice with what)  Must target one or more language skills (reading, writing, listening, or speaking)  Must target objectives  Differentiation for different language levels

60. Hands-On Practice with New Knowledge  Hands-on materials, realia, manipulatives  Makes practice more relative & meaningful  Increases chances of mastery  Enhances overall practice session  Connects abstract to the concrete AbStrAcTAbStrAcT Concrete Hands-on materials

61. Studies Show that We Learn 10% of what we READ 20% of what we HEAR 30% of what we SEE 70% of what is DISCUSSED with others 80% of what we EXPERIENCE personally 90% of what we TEACH others

62. Application of Content and Language Knowledge in New Ways  How much material should be covered at once?  How long in time should practice periods be?  Small, meaningful amounts of material  Short practice times Questions to considerAnswers to remember

63. Practice & Application  How often should students practice?  How will students know how well they have done?  New material  Practice frequently  Old material  Space sessions  Give specific feedback Questions to considerAnswers to remember

64. Practice & Application - Graffiti  In the version of graffiti described here, each group uses a different colored marker so that everyone can identify which group made which contribution to the charts.  After a specified period (usually no more than three to five minutes), and at a specific signal, each group rotates to the next chart page until the group has traveled full circle and arrived back at its page.  The rotation and recording aspect of the strategy should take about 15 to 20 minutes. If groups have too much time at any chart page, there won’t be anything for subsequent groups to write.  Subsequent groups may put checkmarks beside ideas to agree with them, may write disagreements beside items already recorded, or may add new information and ideas to the chart page.

65. What is meaningful practice…? Practice that is directly tied to a standard

66. Errors  What about errors?  Know Your Students! How will they handle correction?  Correction is dependent on:  Level of development  L1 (first language)  Culture  Questions to consider:  Does the error impair meaning?  Are others making the same/similar mistakes?  Is a mini-lesson necessary?

67. Language Skills  Activities should try to integrate all language skills  Reading, writing, listening & speaking  Read what we write  Talk about what we read  Listen to others talk about what they read

68. Language Skills  L1 – speaking & listening acquired first  L2 – reading & writing acquired first  All skills are interconnected  Different learning styles

69. Turn and discuss…  Think about a college or graduate school course. What is one activity you remember well? What made it memorable? Did it involve different learning styles or senses?  Now, think about a recent lesson you taught or observed. Was there an activity that would be memorable for the students? If not how could the activity have been more engaging and unforgettable? Did you incorporate all four language domains?

70. Using ASL for TPR Movement  Economy Economy  Cause Cause  Effect Effect https://www.signingsavvy.com/

71. TPR  Create your own TPR signals for the different components of Practice and Application  Practice your signals  Each group presents to the whole group

72. Practice & Application Activities  Bingo  BYO Jeopardy  Poetry & Patterns – Math Haikus  Graphic Organizers  Jigsaw projects  Vocabulary Go Fish  Chants  Songs  Texas Two Step  Family Feud  Student created word problems  Student created test questions  Teach concepts to another student  Discussion circles  Solving problems in cooperative groups

73. Discussion Questions  What adjustments & techniques can a teacher use to provide ELs with successful experiences while they read, write, listen, & speak about new information?  What materials could you use in your classroom to meet all language skills?  Think back to a lesson you have given or been a part of. What could have been done differently to ensure meaning for all learners?