components of effective instruction
TRANSCRIPT
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Re:Learning New Mexico
Effective Sheltered Instruction
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KWLQ
Know Want to Know
Learned Questions
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L anguage Cont ent
u
Pract iceA pplicat ion
Components of S heltered I nst ruct ion
Re: Learning N ew M ex ico
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Where are we going?Essential Question: “What proven effective teaching
strategies should teachers use to connect language and content for the success of ALL students?”
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Content Objective
Participants will be able to explain basic definitions for the eight Effective Sheltered Instructional Components for ALL students. (SIOP=Sheltered Instruction Observation Protocol)
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Language Objective Participants will be able to experience a
variety of significant tasks/activities to support explanation of the eight SIOP components through the literacy processes of listening, viewing, speaking, reading, and writing.
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Agenda Overview “Have I Got a Story For YOU!” Effective Sheltered Instruction
Components Meaningful Tasks Lunch Jigsaw/Grazing/Gallery Walk/
Presentations Closure
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Task #1Have I got a story for you!
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“Have I Got a Story!”Directions:
A. Take a story B. Look at pictures C. Read D. Find a partner E. Share your tale (Move from reading to
telling) F. Find a new partner and repeat 3x with
new partners
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Processing/Reflection
How comfortable were you the first time you told the story?
The final time? How did you make it your own? Did you all have the same sized story? What does this tell us about literacy? What does this tell us about learning? What does this tell us about students?
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Reflection 1. What was the purpose of task #1?
2. Why and how might you use this in your classroom?
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How do we learn any content?
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Literacy Processes
•Listening•Viewing
•Speaking•(Asking & Answering)
•Reading•Writing
•Thinking
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“The question is not so much, “How can I teach?” as it is, “How can I support
learning?”
……….Caleb Gattegno
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Task #2
Building Background for Sheltered Instruction
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Building Background Directions: In groups discuss: What do I already do
to “shelter” instruction for my students?
Write about what you are doing to “shelter” instruction on a Post-it
Post on the poster
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Our Ideas and Connections to Effective Sheltered
Instruction
Effective Sheltered Instruction
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Reflection What information did you gain as a
group by doing this?
How can you use this task with your classes in the content you teach?
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Task #3Learning Through Multiple
Intelligence Get students to use as many ways
of learning as possible Provide opportunities to do this in
groups
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Learning Through Multiple Intelligence Directions: 1. In groups create a visual using a
poem/song/rap that includes a metaphor or simile representing your group’s meaning of Sheltered Instruction.
2. Present to large group.
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Metaphor: A figure of speech containing an implied
comparison. (all the world’s a stage, curtain of the night)
Simile: Two dissimilar nouns are compared using “like” or “as”. (sly as a fox)
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Reflection How can you use a significant task like
this in your content/s?
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Task #4Summarizing Key Vocabulary
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Summarizing Key Vocabulary Directions:
Read through the history, format, and benefits of SIOP and highlight main ideas
Circle all key sheltered instruction words Create a list of words to be used in a word
wall Create a Word Wall
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Effective Sheltered Instruction History
Format
Benefits
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Reflection1. Why is it important to highlight main ideas
for ELL students?2. How does this process help make sense for
the reader?3. How could you apply this strategy in your
content areas?
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Task #5
Book Browse Critically skim and scan the lay out of
the SIOP book
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Jig Saw/Graphic Organizer/Grazing Gallery Walk Directions:
Number off from 1 – 8
Find your number group. Be responsible for the information as follows:1. Lesson Preparation (Planning)2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice/Application7. Lesson Delivery8. Review/Assessment (Reflection)
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Directions--continued Browse your chapter Create a graphic organizer (provide
models of master copies for ideas) Put in poster form Do a gallery walk to graze information
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Reflection List all the positive ideas you gained from
doing this significant task. How could you use this in your classroom? What skills were used in this task? How does this task address the needs of ALL
learners? How does this lesson provide success for all
students?
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Daily Assessment for Objectives: Exit CardsOn an index card at your table, write the 8
components of SIOP. Include a brief description of what you learned about each component. Drop this in the Exiting Card Basket by the door before you leave.
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Rubric Overviewhttp://apex1.inetu.net/horizon_ped/src
Survey Link
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Return to the KWLQ Chart
Fill in the L (What I Learned) and Q (Questions I still have) with Post-it
Do the evaluation
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“You can lead a horse to water but you can’t make him drink. If you make him thirsty, however, he will eat sand from your hand.”
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ContactRe:Learning New Mexico505-983-0404Fax: 505-989-3882130 Siringo Road Suite 203Santa Fe, New Mexico [email protected]