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Siop Strategies Powerpoint

The document discusses strategies from the Sheltered Instruction Observation Protocol (SIOP) model. It outlines 14 features of the SIOP model, including providing opportunities for students to use learning strategies like mnemonic devices and graphic organizers. It also discusses scaffolding, which refers to techniques used to help students develop skills within their zone of proximal development. Scaffolding can involve verbal support from teachers as well as instructional approaches incorporating modeling and practice. The document stresses the importance of asking higher-order thinking questions that promote critical thinking while considering students' language skills.

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129 views16 pages

Siop Strategies Powerpoint

The document discusses strategies from the Sheltered Instruction Observation Protocol (SIOP) model. It outlines 14 features of the SIOP model, including providing opportunities for students to use learning strategies like mnemonic devices and graphic organizers. It also discusses scaffolding, which refers to techniques used to help students develop skills within their zone of proximal development. Scaffolding can involve verbal support from teachers as well as instructional approaches incorporating modeling and practice. The document stresses the importance of asking higher-order thinking questions that promote critical thinking while considering students' language skills.

Uploaded by

api-522662050
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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SIOP STRATEGIES

Grace Winterle, Halle Conklin, and Katie Tubridy


Students will be able to:

Objectives 1.

2.
Recall effective strategies of the SIOP model.

Show what they have learned about the SIOP


strategies throughout the use of different
activities.
Video
What is SIOP?

S- Sheltered

I- Instruction

O- Observation

P- Protocol
Feature 13

“Ample Opportunities Provided for Students to Use Learning Strategies”

1. Metacognitive Strategies
a. help students to purposefully monitor their own thinking
2. Cognitive Strategies
a. help students organize and classify information that they are expected to learn through the process of self-regulating learning
3. Social/Affective Strategies
a. encourage students to sort out information through discussion and peer interaction
Feature 13 Cont. - Recommended Strategies

1. Mnemonic Devices
2. GIST Reading Method
3. Graphic Organizers
Video- Scaffolding
Feature 14

● Scaffolding is the 14th feature and is associated with Vygotsky’s Zone of Proximal Development (ZPD).
● The ZPD is what the child can accomplish alone and what they can accomplish with the assistance of a more
experienced individual.
● Scaffolding refers to techniques used to move students toward a stronger understanding in the learning
process. In the earliest stages of teaching a new concept, teachers scaffold instruction when they provide
substantial amounts of support.
● Teachers then gradually decrease the amount of support as the learners acquire experience through practice
opportunities.
Continued
● There are two types of scaffolding which are verbal and procedural.
● Verbal scaffolding is when teachers are aware of their students levels of language development. They use
prompting, questioning, and elaboration to assist students’ movement to higher levels of language
proficiency, comprehension, and thinking.
● Some examples of verbal scaffolding are paraphrasing, using “think-alouds”, providing correct punctuation
by repeating students’ responses, slowing speech, increasing pauses and speaking in phrases.
● With effective teacher-student interaction, this can promote confidence and language proficiency.
Continued
● In addition to this, teachers incorporate instructional approaches that provide procedural scaffolding. These
include:
1. Using an instructional framework that includes explicit teaching, modeling, and practice opportunities with
others
2. One-on-one teaching, coaching, modeling
3. Small group instruction with children practicing a newly learned topic with another experienced student
4. Partnering or grouping of experienced students with less experienced students for activities
● Teachers can also use instructional scaffolding to enhance student learning. A good example of this is graphic
organizers such as semantic maps, venn diagrams, and timelines which could be used to illustrate a chapter’s
text structure.
Feature 15

● The 15th feature is a variety of questions or tasks that promote higher-order thinking skills. Another way in which teachers can promote the
use of strategy is by asking questions that promote critical thinking. Teachers need to ask questions to promote critical thinking but this can
be an issue for ELL students.
● A way in which teachers can do this is through Bloom and colleagues taxonomy of educational objectives. This is composed of six levels
which are knowledge, comprehension, application, analysis, synthesis, and evaluation.
● A revision of the Bloom’s Taxonomy of educational objectives was made in 2001. In this revised taxonomy there are also six levels
remember,understand, apply, analyze, evaluate, and create.
● It is possible to reduce the linguistic demands of responses while still promoting higher levels of thinking.
● It is important to teach ELL’s to begin to construct their own questions. Just as we teach main stream students to ask questions as they read
to promote their comprehension we need to be careful to teach ELL’s the same comprehension strategies.
Activity
1. Go to your Scranton email.
2. Open the fill in the blank worksheet and powerpoint.
3. You will have a few minutes to complete the worksheet. Use the word bank and
powerpoint to help you fill in the blanks.
Kahoot!

https://play.kahoot.it/v2/lobby?quizId=75e9d31a-f0ef-4f2a-8d16-f06838916a11
What did you learn today?
We used:

Learning Styles 1. Visual


2. Auditory
3. Applied

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