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    Analysis of SIOP use and self-assessment for improvement

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    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?

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    Solution Preview

    Web-based resources, and the relevant commentary from them, copied and pasted here for you to see:

    Sheltered instruction observation protocol: SIOP

    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, ...

    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.