SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background...
-
Upload
sophia-kelley -
Category
Documents
-
view
223 -
download
1
Transcript of SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background...
![Page 1: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/1.jpg)
SIOP Component 4: Strategies
![Page 2: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/2.jpg)
Component Review
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice / Application
7. Lesson Delivery
8. Review / Assessment
![Page 3: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/3.jpg)
Passing Notes Strategy
• On a clean sheet of paper, answer the following questions:
– Have the SIOP strategies you have implemented made teaching more fun, more rewarding?
– If so, how? – If not, why not?
![Page 4: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/4.jpg)
Passing Notes Strategy
1. Exchange papers with a partner.
2. Write a one or two sentence response to his/her paper.
3. Return the paper to the owner.
4. Complete cycle one more time.
5. Write a one sentence summary of all information written between you and your partner.
![Page 5: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/5.jpg)
Content Objectives:
• Select learning strategies appropriate to lesson objectives
• Recognize value of scaffolding instruction and identify techniques to scaffold
Language Objectives:• Identify learning strategies to use with
students• Recall and share details about this
lesson with the large group
![Page 6: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/6.jpg)
SIOP Features: Component 4
• F13 - Ample opportunities to use Learning strategies:
• F14 - Scaffolding techniques
• F15 - Variety of Questions to promote higher-order thinking – HOT Questions
![Page 7: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/7.jpg)
F13 - Ample opportunities to use learning strategies
• The purpose of the SIOP Strategies component is to examine our strategy instruction, not just the strategies that we employ.
• The purpose of strategy instruction is to help students to access memory, make connections, solve problems, and monitor their own learning.
![Page 8: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/8.jpg)
Learning Strategies
Cognitive:• Rereading• Highlighting• Reading Aloud• Taking notes• Mapping
information• Finding key
vocabulary• Mnemonics
Metacognitive:• Predicting /
Inferring• Self-questioning• Monitoring /
clarifying• Evaluating• Summarizing• Visualizing
![Page 9: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/9.jpg)
SQP2RS – “Squeepers”
1. As a group, fill in the “Before Reading” sections of the SQP2RS graphic organizer.
2. Skim/read the article – highlight key points
3. As a group, respond and write a brief summary of what you read.
![Page 10: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/10.jpg)
![Page 11: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/11.jpg)
F14 - Scaffolding techniques
1. Whole class
2. Small group
3. Pairs
4. Individual
![Page 12: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/12.jpg)
Scaffolding Models
Increasing Independence
Teach Model Practice Apply
Whole Class
Small Group
Partners Independent Work
Teacher Centered
Teacher Assisted
Peer Assisted
Student Centered
![Page 13: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/13.jpg)
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Conversational Proficiency
Academic Proficiency
Dr. J. Cummins
F15 - Variety of Questions to promote higher-order thinking
![Page 14: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/14.jpg)
F15 - Variety of Questions to promote higher-order thinking
• 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
![Page 15: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/15.jpg)
Bloom’s Taxonomy
• Evaluation: Determining value and providing a rationale for the response. Must go beyond the individual’s opinion
• Synthesis: Creating something new from the “parts”
• Analysis: Breaking the concept into component parts and examining/explaining the parts.
• Application: Demonstrating knowledge by applying concepts to one’s own life
• Comprehension: Basic understanding of concept (e.g., providing definitions)
• Knowledge: Simple recitation of information
![Page 16: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/16.jpg)
![Page 17: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/17.jpg)
“Traveling Through the Dark”
Traveling through the dark I found a deerdead on the edge of the Wilson River road.It is usually best to roll them into the canyon:that road is narrow; to swerve might make more dead.
By glow of the tail-light I stumbled back of the carand stood by the heap, a doe, a recent killing;she had stiffened already, almost cold.I dragged her off; she was large in the belly.
![Page 18: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/18.jpg)
My fingers touching her side brought me the reason-her side was warm; her fawn lay there waiting,alive, still, never to be born.Beside that mountain road I hesitated.
The car aimed ahead its lowered parking lights;under the hood purred the steady engine.I stood in the glare of the warm exhaust turning red;around our group I could hear the wilderness listen.I thought hard for us all--my only swerving--then pushed her over the edge into the river.
by William Stafford
![Page 19: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/19.jpg)
Bloom’s Questions
• Knowledge: Who is the author of the poem? • Comprehension: Summarize the events in the
poem.• Application: Write a list of interview questions
you would ask if you had the opportunity to talk to the narrator.
• Analysis: Select a word or phrase from each stanza of the poem. How do these words / phrases contribute to the story told by the poet?
• Synthesis: Imagine that you had been the person who found the dead deer. Write a new stanza for the poem, telling what you would have done.
• Evaluation: Did the narrator make the right choice? Why or why not?
![Page 20: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/20.jpg)
Question-Answer Relationships
• Right There: What does the author find on the road?
• Think & Search: The narrator refers to “our group” in stanza 4. To whom is he referring?
• Author & Me: Do you think the narrator made a wise decision?
• On My Own: What would you have done if faced with the same decision the narrator in the poem had to make?
![Page 21: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/21.jpg)
Writing HOT Questions
Bloom’s Taxonomy• Evaluation• Synthesis• Analysis• Application• Comprehension• Knowledge
QAR• Right There• Think &
Search• Author & Me• On My Own
Select a topic. Write six questions or tasks related to the topic, one at each level of the taxonomy OR four questions, one for each QAR Type.
![Page 22: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/22.jpg)
Whip Around Strategy
• On your “Whip Around” handout, record five things that you learned about Component 4: Strategies. Please work by yourself.
• After recording your ideas, please stand.
• Each person should state one thing from his/her list. If you hear something from your list, cross it off.
• When all your ideas have been crossed off, please sit down.
![Page 23: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/23.jpg)
Content Objectives:
• Select learning strategies appropriate to lesson objectives
• Recognize value of scaffolding instruction and identify techniques to scaffold
Language Objectives:• Identify learning strategies to use with
students• Recall and share details about this
lesson with the large group
![Page 24: SIOP Component 4: Strategies. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice.](https://reader035.fdocuments.net/reader035/viewer/2022062404/551598be550346486b8b5b7f/html5/thumbnails/24.jpg)
Teaching Challenge
• Teach students thinking strategies to facilitate their learning of your subject
• Scaffold learning so that all learners can be more successful
• Increase higher-order thinking questions (Blooms, QAR)