1. Strategies
SIOP Component 4

2. Entry Task
Make a list of instructional methods to make content more comprehensible for English learners, struggling students, students who lack background knowledge, etc. On the yellow half-sheet in the center of the table, highlight methods you omitted.

3. Today’s Goals / Objectives
Content Objectives:
Know three features of SIOP component, Strategies:
Teach learning strategies
Use scaffolding techniques
Use higher order questioning
Language Objectives:
Discuss and generate metaphors to assist student learning
Create metaphors to practice vocabulary terms

4. Teach Learning Strategies Ask higher order thinking questions
Scaffold Instruction
Ask higher order thinking questions

5. SIOP Component 4 Strategies
Feature 13: Teach learning strategies

6. Read the following passage and discuss what you think is happening.
“He put down $10 at the window. The woman behind the window gave him back $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.”

7. Step Inside a Classroom
Teacher: What can you tell me about this passage?
S1: This doesn’t make any sense.
S2: It sort of does, down here, with the popcorn. Maybe it’s about a movie.
S3: It doesn’t say anything about a movie.
S1: I don’t get it.
S3: This is stupid.

8. What’s Happening?
“These students don’t understand that learning requires action on their part…. They expect the text to provide everything. Their job, they believe, is at most to decode the print. After that, well, if the meaning isn’t immediately apparent, they stop reading or ask us to explain.”
(Beers, 2003, pg. 69)

9. Two Types of Strategies
Metacogntive
Predicting / Inferring
Self-questioning
Monitoring / Clarifying
Evaluating
Summarizing
Reflecting
Cognitive
Rereading
Highlighting
Reading Aloud
Taking Notes
Mapping Information
Finding Key Vocabulary
Mnemonics
The process of purposefully monitoring our thinking is referred to as metacognition.
Cognitive strategies help students organize the information they are expected to learn through the process of self-regulated learning.
Two Types of Strategies

10. Learning Strategy Examples
Colorful Writing
ACCESS: Weekly Record
Reading Strategies for Content Areas
Say Something
Graphic Organizers

14. A New Tool: Wrappers
A wrapper is an activity that surrounds a pre-existing learning or assessment task and fosters students’ metacognition
One can build a self-monitoring wrapper around any pre-existing part of a course (lecture, homework, test)

15. Why Wrappers Work Time efficient (students will use them)
Students are doing the task anyway
Wrapper only adds a few minutes of time
Metacognition practice is integrated with the task
Students are self-monitoring in the context where it is needed
Feedback on accuracy can be built in
Wrapper support can be gradually faded

16. Lecture Wrappers How they work:
Before lecture, present tips on active listening
After lecture, students get index cards on which to write 3 key ideas from lecture
Instructor gives his list of 3 key ideas for students to self-check

17. Homework Wrappers
Instructor creates self-assessment questions that focus on skills students should be monitoring
Students answer questions just before homework
“This homework is about vector arithmetic… How quickly and easily can you solve problems that involve vector subtraction?”
Complete homework as usual
After homework, answer similar self-assessment questions and draw their own conclusions
“Now that you have completed this homework, how quickly and easily can you solve problems…?”

18. Exam Wrappers How they work
Upon returning graded exam, students completed exam reflection sheet in class
Report study strategies, analyze errors, identify new approaches as needed
Before the next exam, return sheets to students for review and consideration, and have students made a study plan

19. Metaphor in Motion
“It’s an extraordinary claim, but I’ll make it anyway. There is nothing in the K-12 curriculum that is so symbolic or abstract that we could not create a physical comparison that would sharpen students’ understanding.”
Rick Wormeli, 2009

20. Metaphor in Motion Turn a learning target into a metaphor:
Sentence Types
Answering an essay question
Math equations
Parts of speech
Reading fiction
Reading nonfiction
Cell parts
Other (What you are currently teaching)
Metaphor Survey

21. SIOP Component 4 Strategies
Feature 14: Use scaffolding techniques

22. Other Scaffolding techniques
SIOP Component 4
July 29, 2008
Other Scaffolding techniques
Increasing Independence
Teach
Model
Practice
Apply
Small Group
Whole Class
Partners
Independent Work
Teachers often miss the peer assisted and the student centered – this is where academic language acquisition occurs.
Another way to promote independence is asking questions that promote critical thinking Bloom has been around for a long time (1956 is when he and his colleagues introduced a taxonomy that include the level of questioning)
Teacher Centered
Teacher Assisted
Peer Assisted
Student Centered

23. The Equalizer
A graphic equalizer is a high-fidelity audio control that allows the user to see graphically and control individually a number of different frequency bands in a stereophonic system.
An academic equalizer identifies a variety of instructional elements that can be scaffolded or adjusted to challenge or support students at different levels of readiness.

24. The Equalizer

25. More Scaffolding Techniques

26. SIOP Component 4 Strategies
Feature 15: Use higher order questioning

27. Conversational Proficiency - BICS Academic Proficiency - CALP
SIOP Component 4
July 29, 2008
Use Higher Order Questioning
Conversational Proficiency - BICS
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Many teachers make the mistake of thinking that students are fluent because they have good conversational proficiency.
Semantic Meaning: the meaning of the words / different meanings of words.
Functional Meaning: how and when the words are used.
“For English learners to succeed, they must master not only English vocabulary and grammar, but also the way English is used in core content classes ‘academic English’. . .
Lower grades this includes learning specific skills like: turn-taking, participation rules, established routines EL need to be socialized into culturally appropriate classroom behaviors and interaction styles.
Academic Proficiency - CALP
Dr. J. Cummins

28. Use Higher Order Questioning
80% of questions teachers ask are at the literal or knowledge level
Higher level questions require learners to elaborate and help improve their ability to speak and use the vocabulary they’ve learned

29. Questions about questioning
How many questions do teachers ask on average, per teacher per year?
80,000
How many questions related to academics do students ask on average, per student, per year? 10

30. Vocabulary Higher Level Thinking Metaphors
For today’s vocabulary review, work at your table to create an effective metaphor for each of the course vocabulary terms. A graphic organizer will be provided.
Vocabulary
Metaphors
Higher Level Thinking

31. (Chickering and Gamson, 1991 p.3.)
Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers.
They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.
(Chickering and Gamson, 1991 p.3.)

32. BONUS: What does Harvard expect readers to do?
“Interrogating” a Text:
Previewing
Annotating
Outline, summarize, analyze
Look for repetitions and patterns
Contextualize
Compare and Contrast

33. Each E-log should clearly reflect the last class session
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.
Please examine the website for resources; there are numerous!
Don’t underestimate the power of asking students to monitor their own thinking and learning.