THE SIOP MODEL: PRACTICE/APPLICATION Tina Kelman & Wendy Burt.
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Transcript of THE SIOP MODEL: PRACTICE/APPLICATION Tina Kelman & Wendy Burt.
THE SIOP MODEL: PRACTICE/APPLICATION
Tina Kelman & Wendy Burt
Let’s Review
Lesson Preparation Building Background Comprehensible
Input Strategies Interaction Practice &
Application Lesson Delivery Review/Assessment
SupermanPractice & Application
Practice & Application
Content Objectives: Identify a variety of ways for students to
enhance learning through hands-on practice.
Create application activities that extend the learning in new ways and relate to language or content objectives.
Practice & Application
Language Objectives: Design activities that
integrate different language skills as students practice new content knowledge.
Discuss the importance of linking practice and application activities to specific lesson objectives.
Practice & Application
Limited English Proficient (LEP)
students
English Language Learners (ELLs)
Language Acquisition
Stephen Krashen’s 5-pronged theory of Language Acquisition
Language Acquisition
Language acquisition is a subconscious and
intuitive process…much like how children pick up
their first language.
Language Acquisition
The monitor: If students learn language through
rules, rather than naturally, fluency will
be delayed.
Language Acquisition
The natural order of acquisition: ELLs will
first acquire that which has the most
meaning, form comes later.
Language Acquisition
Providing comprehensible input – to acquire
language.
Language Acquisition
The affective filter: a cognitive shut-down
if anxious.
Knowing vs. Doing
Madeline Hunter (1982) said:“The difference between knowing how something should be done and being able to do it is the quantum leap in learning…new learning is like wet cement, it can be easily damaged. A mistake at the beginning of learning can have long-lasting consequences that are hard to eradicate (p.71).
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
Practice & Application
These opportunities for practicing and applying new learning must occur regularly within each lesson, not just at its
conclusion.
Fortune Teller
1. Fold the bottom (short end) of a sheet of paper so that it is aligned with one side of the paper. Crease side making a big triangle. Cut the extra piece of the paper so that only the triangle remains.
2. Fold the triangle in half to make a smaller triangle. Crease the edges well.
3. Unfold the FT completely (square with lines to the center). Fold each of the four corners into the very center of the square (do not let the sides overlap).
4. Turn the FT over and fold each of the new corners into the center again. Crease all the edges well!
Fortune Teller
5. Fold the FT in half to form a rectangle.
6. Fold the FT in half one more time so that it is one small square.
7. Unfold the last two folds8. Gently pull out the square flaps and
insert your index fingers and thumbs of the FT in order to use.
Fortune Teller
Add these questions to your flaps: How much material should be practiced at
one time? How long should the practice sessions be? How often should the practice sessions
be? How will they know if they have done well?
You will answer these questions as we go through this session.
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
Practice & Application
Tell students to turn to a partner:
Summarize Key Ideas Thus Far
Add your own thoughts
Pose clarifying questions to your partner, another group or the teacher
Three-Minute Pause provides a break in large sections of content
Provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.
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
Practice & Application
Remember!
There is a difference between talking about riding a bike, and actually riding it.
Just as there is a difference between classroom notes on how to solve inequalities in Algebra, and actually solving them.
Practice & Application
Hands-on materials and/or manipulativesprovided 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)
Practice & Application
Meaningful practice allows teachers the opportunity to observe the extent to which
all students, especially English learners, understand
new information and concepts
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?
Practice & Application
Practice helps master skills Reading Writing Listening Speaking
Proficiency depends on opportunities for comprehensible input and targeted output
Practice & Application
Carefully choose activities in lesson
Activities must support students’ progress
Must target objectives
Differentiation
Hands-On Practice with New Knowledge
Hands-on materials/manipulatives Makes practice more relative & meaningful Increases chances of mastery Enhances overall practice session Connects abstract to the concrete
AbStrAcT Concrete
Hands-on materials
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
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 consider
Answers to remember
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 consider Answers to remember
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.
Applying Knowledge
Activities to apply content & language knowledge
Discussing and “doing” make
concepts concrete
Involvement in relevant & meaningful application
What is meaningful practice…?
Practice that is directly tied to a standard
Practice & Application-Vygotsky Correcting Errors – Zone of Proximal Development which is
the difference between what a learner can do without help and what he or she can do with help.
Current level of
developme
nt
“Zone of Proximal Development” (can be learned with “scaffolding”)
Level of development currently out of reach
ZPD Examples
A student is able to perform simple addition when working with a teacher or parent, but is frustrated when performing the task alone. By guiding the student to use tools and strategies, and by asking questions about why he/she is using each tool or strategy, the student is able to fortify knowledge and eventually add independently.
A 16 year old is able to effectively drive forward and backward but cannot parallel park. Through targeted guidance from a teacher, the child is able to learn how to park.
A child is struggling to learn how to read. By working with the student to teach how to sound out words and use other word recognition strategies, the child is able to learn to read.
An aspiring swimmer is attempting to learn a difficult dive. Knowing the strengths that she possesses in other diving techniques, her coach is able to directly target her instruction so that she can confidently conquer the dive.
Language Skills
Activities integrate all language skills Reading, writing, listening & speaking Read what we write Talk about what we read Listen to others talk about they read
Language Skills
L1 – speaking & listening acquired first L2 – reading & writing acquired first All skills are interconnected Different learning styles
Language Skills
Reading
Listening Speaking
Writing
Language
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?
Explain to a partner why it is important to link practice & application activities to the learning objectives.
TPR
Create your own TPR signals for the different components of Practice and Application
Practice your signals Each group presents to the whole group
Create your own TPR movement Hands-On Practice with New Knowledge
Application of Content and Language Knowledge in New Ways
Integration of All Language Skills
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
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?
Conclusion
Integrate 4 language components Practice & application are essential for
mastery Patience with errors Enhance with hands-on activities Not all skills are linked to an objective
Practice & Application