Our First Steps! Sheltered Instruction Center for the Education and Study of Diverse Populations at...
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Our First Steps! Sheltered Instruction Center for the Education and Study of Diverse Populations at New Mexico Highlands University
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Transcript of Our First Steps! Sheltered Instruction Center for the Education and Study of Diverse Populations at...
Our First Steps!
Sheltered Instruction
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
The Sheltered Instruction Observation Protocol
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Who are our students?
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English Language Learners
Children of Poverty
ALL Children
Sheltered Instruction
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Objectives:
• Participants will develop a working knowledge of the first 3 components of sheltered instruction.
• Participants will brainstorm ideas on how to develop a systemic plan for the implementation of sheltered instruction.
Sheltered Instruction
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How we will meet our objectives:
Participants will recall and list topical information from readings, previous trainings and personal experiences.
Participants will articulate and listen to
various points of view related to the day’s topic.
Participants will negotiate meaning from and respond to essential questions related to sheltered instruction and the SIOP Model.
Sheltered Instruction
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How we will meet our objectives:
Participants will practice creating written language objectives as related to the needs of their lessons and the students they serve.
Individually and in groups, participants will begin to synthesize the day’s information through dialogue and reflection.
Sheltered Instruction
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What is sheltered instruction?
What are our assumptions about the Sheltered Instruction Observation Protocol (SIOP)?
Sheltered Instruction
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On the surface sheltered instruction represents:
An instructional model for lesson planning and delivery; and
The observation instrument for rating the fidelity of lessons to the model.
Sheltered Instruction
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Two essential tenets of the instructional model include:
Content Objectives; andLanguage Objectives.
•What do these concepts mean to you? •Which one is done consistently?•How is this related to our first dialogue?
Eight Core Componentsof High Quality Sheltered
Instruction
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice / Application
Lesson Delivery
Review / Assessment
Sheltered Instruction
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Building Background
Schema Theory
What do these concepts mean to you? How do they apply to our first conversation?Do we know if this is done?
Sheltered Instruction
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Comprehensible Input
SpeechWait timeClarity
What do these concepts mean to you? How do they apply to our first
conversation?Do we know if this is done?
Thinking Systemically
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What do we need to ensure this will become systemic and effective?
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A TypicalLesson Plan begins with a …
Focus:
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A Typical Lesson Plan Includes …
Instruction: Through the lens of the language
demands of the content.
Key Vocabulary
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A Typical Lesson Plan Includes …
Guided Practice:
Formative Assessment
Opportunities(Informal and
Formal)
Opportunity for Interaction: Enhancing
Academic Language Discourse
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A Typical Lesson Plan Includes …
Independent Practice:
Formative Assessment
Opportunities(Informal and
Formal)
Let’s Practice!
ListenIdentifyClassifyCollectDistinguishCategorizeMatchShowSelectConstructAssembleArrangeName RecallGive ExamplesDraw OrganizeDecide
CreateDramatizeLocate ListUnderlineReviewCompose DictatePoint outRecord Report PredictExpressPlan EvaluateRelate
InterpretOutlineSummarize SupposeEstimateJudge ExplainDebateIllustrateInferRevise RewriteAssessJustifyGeneralizeDemonstrateRestateTell
ObserveSequenceSynthesizeReciteElaborateDefineApplyPre-writeDraftPublishWriteNegotiateCritiqueCompareContrastQuestionMapDiscriminate
Verbs for Language Objectives
RespondDescribe
Lesson Preparation
Content Objective: 9-12.G.1.2 Find the area and perimeter of a geometric figure composed of a combination of two or more rectangles, triangles, and/or semicircles with just edges in common.
Language Objectives: With your learning partner you will use
mathematical vocabulary to explain the process for finding the area and perimeter of geometric figures.
During a carousel activity, your group will construct a Venn Diagram to contrast and compare the area and perimeter of one geometric figure to another.
Work in pairs to solve and justify statements about the area and perimeter of geometric figures.
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Sample Content and Language Objectives9th Grade Geometry
Let’s Practice Again!
Building Background
T-Chart and Conversation 10 mins
What did I see?What did I think about what I saw?
How consistently and explicitly do we do this?
Let’s Practice One More Time!
Did we accomplish our objectives?
Participants will develop a working knowledge of the first 2 components of sheltered instruction.
Participants will brainstorm ideas on how to develop a systemic plan for the implementation of sheltered instruction.
Thank you!
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Adrian [email protected]
Phone: 505-243-4442
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
