Analysis of SIOP use and self-assessment for improvement
Not what you're looking for?
In which area or element of the SIOP® Model do you feel you need to make the most improvement in order to support all students' instructional needs? What is your plan for improving in this area?
Purchase this Solution
Solution Summary
A brief, informal analysis of a teacher's current use of the SIOP learning model for ELL learners, with an informal self-assessment plan, goals and timeline for improving areas of identified need. Web-based resources.
Solution Preview
Web-based resources, and the relevant commentary from them, copied and pasted here for you to see:
http://www.siopinstitute.net/about.html
Sheltered instruction observation protocol: SIOP
http://www.misd.net/bilingual/ELL.pdf
This page details all of the stages in SIOP.
The SIOP Model includes teacher preparation, instructional indicators such as comprehensible input and the building of background knowledge. It comprises strategies for classroom organization and delivery of instruction.
Teacher Preparation
1. Teachers write clearly defined content objectives on the board for students. These objectives are reviewed at the beginning of a lesson and students should state at the end of the lesson whether the objectives have been met.
2. Teachers should write clearly defined language objectives on the board for students at the beginning of a lesson. Students state at the end of the lesson whether the objectives have been met.
3. Concepts taught should be appropriate for the age and educational background of students; teachers must consider the students' L1 literacy, second language proficiency, and the reading level of the materials.
4. Supplementary materials are used to promote comprehension. These include charts, graphs, pictures, illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and other students.
5.Content must be adapted to ELL's needs through use of graphic organizers, outlines, labeling of pictures, study guides, ...
Education
- BFA, University of Georgia
- BSEd, University of Georgia
- MED, University of Georgia
- EDd (IP), Northcentral University
Recent Feedback
- "I love it."
- "Thank you good start in right direction "
- "Thank you so much. Beautiful "
- "Thank you so much"
- "Thank you for the great notes on ELLS. "
Purchase this Solution
Free BrainMass Quizzes
Verbals
This quiz focuses on recognizing verbals. It requires understanding the differences between a gerund and participle. Most often, gerunds end in "ing" and act as a noun. Participles mostly end in "ing", but act as adjectives.
Empowering Children
Asking questions is a technique to promote self-confidence for children. Practice replacing statements and directives with questions to encourage thinking skills.
Academic Expert Training Quiz
This is the training quiz for Academic Expert applicants. Must be completed after reviewing the four Training videos.
Academic Writing
This quiz will test a student's knowledge of academic writing.
Trauma Introduction
Providing trauma-informed practice is an integral component to providing services to children and families. Understanding the effects of crisis will be beneficial for all fields, including education.