Enhancing SIOP

Assisting, Collaborating, and Training

ESL Secondary Content Teachers

ACT-ESL Post-Seminar

April 21, 2009Hosted by VCU School of Education and

funded by the U.S. Department of Education

Observation Results:

•Content concepts appropriate for age and educational background of students •Links explicitly made between past learning and new learning concepts•Clear explanation of academic tasks•Content objectives clearly supported by lesson delivery•Pacing of the lesson•Provides activities for students to apply content and language knowledge

Strengths (above 3.5)

Observation Results:

•Comprehensive review of vocabulary•Content objectives clearly defined, displayed, and reviewed with students•Language objectives clearly defined, displayed, and reviewed•Uses a variety of question types, including higher-order thinking•Wait time•Grouping configurations •Scaffolding techniques

Weaknesses (below 3.0)

Opening Activity – Anticipation Guide

•Please answer the questions on the following pre-survey using your whiteboard and marker.

Anticipation Guide

1. True or False? Because ELLs are learning English, it is important for teachers to do most of the talking.

2. True or False? To elicit higher order thinking responses, teachers should use why and how questions.

3. True or False? Explicit teaching, modeling, practice opportunities, partnering, and grouping are all examples of scaffolding.

Anticipation Guide

3. ( a ) is important because it offers opportunities for students to use academic ( b ) and content.

4. ( ) is providing support and assistance in the early stages of learning a new concept.

Word bank: vocabulary, scaffolding, interaction, language, assessment

Content objectives

As a result of this session, you will be able to:

1. Keep students engaged through interaction and group activities

2. Use scaffolding techniques effectively

Language objectives

As a result of this session, you will be able to:

1. Describe (verbally and written) opportunities for interaction.

2. Verbally use scaffolding techniques through role play.

Importance of INTERACTION

•Using the academic language helps solidify the content for ALL students

•Language development (using English to communicate)

•Learning is more effective when students form, express, discuss ideas and opinions.

•ELLs learn social (cultural) skills

Activity (Think-Pair-Share)

•Please write on your index card with a partner three ways that a teacher can create opportunities for interaction among students.

•When the chime sounds, join another group and share your strategies.

•Stop when the chime rings.

Creating Opportunities for Interaction

•Use a minimum of two group configurations (individual, pair, triads, groups of 4-5, whole group).

•Have all students participate in responding to your questions (e.g., individual whiteboards, number cards)

•Encourage more elaborate responses from students

•Elicit more extended responses

•Reduce the amount of teacher talk

Scaffolding

•Scaffolding is providing support and assistance in the early stages of learning a new concept. Decrease the support as students acquire experience with the concept.

Scaffolding Examples

•Verbal scaffolding–Paraphrasing and/or restating–“Think Alouds”–Reinforcing contextual definitions–Elicitation of response–Slowing speech, increasing pauses

•Procedural–Teaching, modeling, practice opportunities, application–Partnering, grouping

Quick Write – Eliciting more response from students

•Please take one minute to write how a teacher can elicit more response from students.

•Stop when you hear the chimes.

•Read your answers to a neighbor.

•Stop when you hear the chimes.

Questions to Elicit More Response

•“Tell us what you learned.”•“What would you like to tell us about?”•“What did you find out?”•“What did you find most interesting?”•“What do you mean by…?” (elaboration)•“What else…?” (elaboration)•“Tell us a little more.” (elaboration)•“What made you reach the conclusion?” (higher order)•“Why is that important?” (higher order)

Modeling and Role Play

•Model: “Think aloud”

•Model: Elicitation

•Role play: please complete the teacher’s part in the elicitation exercise in your notebook. Stop when you hear the chimes.

Activity

•When we tell you, please answer the questions on your whiteboard.

•Stop working when the chimes sound.

Post-quiz

1. True or False? Because ELLs are learning English, it is important for teachers to do most of the talking.

2. True or False? To elicit higher order thinking responses, teachers should use why and how questions.

3. True or False? Explicit teaching, modeling, practice opportunities, partnering, and grouping are all examples of scaffolding.

Post-quiz

3. ( a ) is important because it offers opportunities for students to use academic ( b ) and content.

4. ( ) is providing support and assistance in the early stages of learning a new concept.

Word bank: vocabulary, scaffolding, interaction, language, assessment

Assisting, Collaborating, and Training

ESL Secondary Content Teachers

The bottom line: students learn more effectively when they are

provided opportunities to interact and express what they are

learning!