When designing
effective learning for ELL students, I turn to the SIOP (Sheltered
Instructional Observation Protocol) method. This method combines philosophies,
strategies, and techniques that recognized challenges faced by ELL students.
The SIOP method is hands on, relevant and interactive for students. Some
indicators of this variation includes “language and content objectives;
supplementary materials; connections between content and the prior knowledge
and experiences of the students; vocabulary development; appropriate speech;
learning strategies; interaction with teachers and other students; activities
that require students to apply knowledge of content and language; and a cycle
of review, feedback and assessment” (Herrera & Murry, 2011).
In the SIOP
method, there are 3 critical aspects of the teaching process. The first aspect
is in planning. There are many different factors that need to be taken into
consideration when planning. As an educator, you need to drive instruction
based on students’ needs and characteristics.
When planning, there are 5 steps a teacher can do to prepare. This
includes integrating content and language objectives. Content objectives
clarify what the student will learn from the lesson and are standard based.
Language objectives focus on acquiring the academic language for ELL students.
The second aspect is using the objectives to develop content concepts. As a
teacher, you need to know the basic understandings on which the content is
covered. The fourth indicator is supplementary materials. ELL students need to
have the opportunity to use these materials. “This can include many hands on or
visual materials. This helps practice and more fully understand key content
concepts. Supplementary materials also give students the chance to practice new
vocabulary and language structures” (Herrera & Murry, 2011). In the SIOP
method, scaffolding on grade level is important. There needs to be an
adaptation of the context. Finally in the planning aspect is providing ELL
students with many opportunities with meaningful activities. “Teachers can make
activities meaningful by considering the language proficiency. Then, teachers
need to adapt their activities accordingly” (Herrera & Murry, 2011). When
planning, you as an educator need to make the lesson relevant to the students.
The second
aspect of the SIOP method is instruction. Teachers need to consider how to
deliver instruction. Teachers need to take into consideration how it is going
to help all students meet the language and content objectives. This includes
building background knowledge, clarifying content concepts, students taking an
active role by constructing their own meaning through opportunities to
practice, interaction with others for academic purposes, and application (e.g.,
hands on activities, requiring students to apply knowledge of content and language).
The final aspect
of the SIOP method is reviewing and assessing. Teachers need to review key
vocabulary, review content concepts, continual feedback to students,
application of new content concepts, and formative and summative assessments of
the student’s progress. Teachers need to analyze the information they collected
to review and revise lesson plans to guarantee students meet content and
language objectives.
As noted in the lesson plan modification and assessments, all three critical aspects of the SIOP method were taken into account when planning and delivering the lesson plan.
In the link below, you will see the differences between instructional strategies and learning strategies in the SIOP model.
http://www.youtube.com/watch?v=rhYI3w5I0EA
Herrera, Socorro G., & Murry, Kevin G. (2011). Mastering
ESL and bilingual methods: differentiated instruction for culturally and
linguistically diverse (CLD) students. Boston, MA: Pearson Education, Inc.
WIDA Consortium. (2007). English Language Profociency Standards and
Resource Guide. Board of Regent of the University of Wisconsin System.
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