SIOP Chapter 5 - Moroni-ITEP

Report
Welcome
 Opening Prayer
 Share observations of colleagues and/or lesson plans
So far in our SIOP review we have discussed:
 Elements of effective planning for sheltered





instruction
Content and language objectives
Assessing and building prior knowledge
How to adjust rate, enunciation, and support strategies
as we speak
How to give clear, specific, step-by-step instructions
…along with other sheltered instruction issues.
Now we will look at:
 How to teach students to access information in
memory,
 How we help them make connections between what
they know and what they are learning,
 How we assist them in problem solving, and
 How we promote retention of newly learned
information.
We do this by explicitly teaching strategies
that facilitate the learning process.
SIOP Chapter 5: Strategies
Content Objectives:
 I will identify language learning strategies to use with
students.
 I will identify techniques for scaffolding verbal,
procedural, and instructional understanding.
Language Objectives:
I will write 2-3 sentences describing how I can use a
learning strategy in my classroom and discuss with
a colleague.
Strategies
F13. Learning
Strategies
F14. Scaffolding
Techniques
Metacognitive
Verbal
Cognitive
Procedural
Social/Affective
Instructional
F15. Higher Order
Questioning
How is new information retained and
connected in the brain?
Each person uses certain “mental processes” (special
thoughts or behaviors) to help them comprehend, learn,
and retain.
These mental process are often referred to as “learning
strategies.”
These learning strategies create “mental pathways” that
link new information to a person’s existing schema.
If a person’s existing schema is well-developed and
personally meaningful, they will learn new information
more quickly and more permanently.
Metacognitive Strategies
Metacognition is purposefully monitoring our
thinking.
Matching thinking and problem-solving strategies to
particular learning situations
2. Clarifying purposes for learning
3. Monitoring one’s own comprehension through selfquestioning
4. Taking corrective action if understanding fails.
1.
When metacognitive strategies are taught explicitly,
reading comprehension improves.
Cognitive Strategies
Procedures used by learners in specific learning
situations. For example,
 Previewing a story prior to reading
 Establishing a purpose for reading
 Consciously connecting what is happening in the text
to our own life
 Taking notes during a lecture
 Creating and using a graphic organizer
Social/Affective Strategies
Social and affective influences on learning.
 Understanding how to work in a group to increase
learning
 Knowing how students’ status in the larger group is
affecting learning
 Understanding the forces of motivation
Strategies
 TVET: Mnemonics
 Social Studies: GIST
 Math: Rehearsal strategies, Graphic Organizers
 Religion: Comprehension Strategies
 English: Directed Reading Thinking Activity (DRTA)
 Science: SQP2RS
Quick Write/Partner-Class Share
Choose a strategy we just discussed. Write 2-3 sentences
describing how you can use the strategy in your classroom.
Discuss what you have written with a colleague
What is “Scaffolding?”
Based on Vygotsky’s notion of the “Zone of
Proximal Development” (ZPD)
Current level
of
development
Zone of
Proximal
Development
(can be
learned with
“scaffolding”)
Level of
development
currently out of
reach
Verbal Scaffolding
Teachers use prompting, questioning, and
elaboration to facilitate student movement to
higher levels of language proficiency.
 Paraphrasing – Restating a student’s response in order
to model correct English usage
 Think-alouds – metacognition; saying what we are
thinking
 Reinforced contextual definitions – An example is:
“Aborigines, the people native to Australia, were being
forced from their homes.”
Procedural Scaffolding
Using varied and attentive instructional procedures
based on student need.
 Explicit teaching, modeling, and carefully monitored




guided practice
One-on-one teaching, coaching, and modeling
Small group instruction
Children practicing newly learned strategies with
another more experienced student
Partnering or grouping students for learning activities
Instructional Scaffolding
Materials and devices used during instruction to
help students understand the language of the
lesson.
 Graphic organizers
 Outlines
 Copies of key vocabulary
 Timelines
 Summaries of important content
Scaffolding
Teach
Model
Practice
Apply
SIOP Chapter 5: Strategies
Content Objectives:
 I will identify language learning strategies to use with
students.
 I will identify techniques for scaffolding verbal,
procedural, and instructional understanding.
Language Objectives:
I will write 2-3 sentences describing how I can use a
learning strategy in my classroom and discuss with
a colleague.

similar documents