SPED 360 Content Based VIdeos SIOP Content Based Videos
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School
Brigham Young University, Idaho *
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Course
360
Subject
Linguistics
Date
Apr 3, 2024
Type
docx
Pages
5
Uploaded by DeaconCrowMaster989 on coursehero.com
Content Based Videos – Sheltered
Instruction
Syllabus description:
The purpose of the Research-based Components Observations is help you learn to recognize and identify effective elements and teaching strategies for various diverse populations. At different times throughout the semesters, you will watch a lesson from the Massachusetts Department of Elementary and Secondary Education website http://www.doe.mass.edu/edeval/resources/calibration/videos.html
and analyze the lesson in order to identify effective
and research-based components of 1) sheltered instruction, 2) differentiated instruction, and 3) universal designed planning. An observation form for each observation will be attached to I-Learn and will be turned in with the assignment as well as a reflection of what you observed, what went well, what could be better, and overall impressions of the lesson. Submit hardcopies of your observation and reflection by July 22, 2pm. Canvas description: The purpose of this Research-based Components Observation – Sheltered Instruction is to help you learn to recognize and identify effective elements and teaching strategies for second language learners. We will watch the video in class. If you miss class or wish to review the video further, please watch a lesson from the Massachusetts Department of Elementary and Secondary Education website http://www.doe.mass.edu/edeval/resources/calibration/videos.html
and analyze the lesson in order to identify effective and research-based components of sheltered instruction. An observation
form is attached to this assignment for you to fill out completely. On the observation form, record evidence that the lesson contained or did not contain each feature of the SIOP model. An example for the first component of Lesson Preparation is below. After you’ve fully completed the observation form, write a 1-2 page (double spaced) reflection regarding what you observed, what went well, what could be better, and overall impressions of the lesson. A template of the reflection is included with the observation form. Please think deeply about what you observed and what would be
helpful to English Learners. That depth of knowledge and thinking should be seen in your responses to the reflection questions. Your observation and reflection must both be turned in for full credit for this assignment.
SIOP
Componen
t
SIOP Feature
Evidence it was part of the lesson (or not)
Lesson Preparation
Content
objectives
are clearly defined, displayed, and reviewed with students
Content objective of finding main idea was stated orally, but not posted in the room.
Language
objectives
are clearly defined, displayed, and reviewed with students
Language objective was not formally stated, but she talked about defending your position which could
include reading, writing, listening, speaking.
Research-based Component
Observation – Sheltered Instruction
Choose a video that interests you from the following website: http://www.doe.mass.edu/edeval/resources/calibration/videos.html
. As you view the video, watch for elements of sheltered instruction. Record the evidence that the teacher did or did not practice each
of the following strategies found in the SIOP model
(Echevarría, Vogt, and Short, 2016).
SIOP
Componen
t
SIOP Feature
Evidence it was part of the lesson (or not)
Lesson Preparation
Content
objectives
are clearly defined, displayed, and reviewed with students
Language
objectives
are clearly defined, displayed, and reviewed with students
Building Background
Concepts explicitly
linked to students’ background experiences
Links explicitly made between past learning and new concepts
Key vocabulary
emphasized (introduced, written, repeated, and highlighted for students to see)
Comprehensible
Input
Clear explanation
of academic tasks
A variety of techniques
used to make content concepts clear
Strategies
Ample opportunities provided for students to use learning strategies
Scaffolding techniques
consistently used assisting and supporting students understanding
A variety of questions or tasks the promote higher-order thinking skills
Interaction
Frequent opportunities for interaction and discussion
between teacher/student and among students
Grouping configurations
support language and content objectives
Sufficient wait time
for student responses
Practice and Application
Hands-on materials and/or manipulatives
provided for students to practice using new content knowledge
Activities provided for students to apply content and language knowledge
Activities integrate all language skills
(reading, writing, listening, speaking)
Lesson Delivery
Students engaged
(90-100% of the period)
Pacing
of the lesson appropriate to students’ ability
Review and Assessment
Comprehensive review of key vocabulary
Comprehensive review of key content concepts
Regular feedback
provided to students on their
output
Assessment of student comprehension and learning
of all lesson objectives (spot checking, group response, etc.) throughout
the lesson
Echevarría J., Vogt, M.E., and Short, D.J. (2016) Making content comprehensible for English language learners: The SIOP Model
. Upper Saddle River, New Jersey: Pearson Education, Inc.
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