Session Norms:

1
Welcome

• Session Norms
• All pagers and cell phones on vibrate
• Stay on topic being discussed
• Use professional courtesy

2
High Quality Sheltered Instruction
Interaction
Presented by Region Specialist June 28, 2007
3
Housekeeping

• Explain the time schedule for your day. Include
  items like breaks, location of restrooms,
  lunch, etc.

4
High Quality Sheltered Instruction

• Sheltered Instruction is an approach to
  teaching content to English language learners in
  strategic ways that make the subject matter
  concepts comprehensible while promoting the
  students English language development.
• --Echevarria, Vogt, and Short
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment

5
Session Objectives

• Content Objective
• Select from a variety of activities that promote
  interaction and incorporate into lesson plans.
• Design grouping patterns that support lesson
  content and language objectives.
• Identify strategies to increase wait time.
  
  
  
  
  
  
• Language Objectives
• Describe strategies to reduce the amount of
  teacher talk.
• Adjust teacher questioning techniques to promote
  student elaboration of responses.

6
Features of Interaction

• Provide many opportunities for interactions about
  the lesson concepts.
• Language and content objectives are supported
  through student grouping.
• Allow sufficient wait time for responses.
• Provide ample opportunities for students to
  clarify key concepts in L1 as needed.

Vogt, M., Echevarria, J. (2006). Teaching Ideas
for Implementing the SIOP Model
7
Guess (Find) the Fib

• Objective Try to fool your team.
• Each student writes down three statements. Two
  are true and one is false. One student at a time
  reads their statement to the class. Teams huddle
  to discuss the statements, trying to "guess the
  fib."
• Steps
• 1) Students write three statements.
• 2) One student reads statements.
• 3) Teammates discuss statements.
• 4) Teammates guess.

Kagan (1994)
8
Opportunities for Interaction

• What
• Frequent opportunities
• for discussion between
• teacher and student (s),
• students with students,
• or groups.
• When
• Whenever possible.

• Why
• Practice makes perfect.
• We learn by teaching,
• listening, discussing, and
• doing.
• How
• Varied grouping
• configurations.

 
 
9
Who is using the language?

• Studies have indicated that, in most classrooms,
  teachers dominate the linguistic aspect of the
  lesson, leaving students severely limited in
  terms of opportunities to use language in a
  variety of ways. In a study of programs for
  ELLs, it was found that the classes were
  characterized by excessive teacher talk.

Vogt, M., Echevarria, J. (2006). Teaching Ideas
for Implementing the SIOP Model
10
Encourage Elaborated Responses

• Try these techniques
• Tell me more about that.
• What do you mean by
• What else
• How do you know?
• Why is that important?
• What does that remind of?
• In other wordsis that correct?

11
Think/Pair/Share

• Why would teachers of ELLs be encouraged to
  incorporate cooperative learning into their daily
  lessons?
• How does cooperative grouping encourage ELLs to
  practice using academic language?

12
Spencer Kagans Cooperative Learning Components
www.kaganonline.com
13
Cooperative Learning

• What it is
• a teaching strategy designed to imitate
  real-life learning and problem solving by
  combining teamwork with individual and group
  accountability.
  
  Adapted from
  http//edtech.kennesaw.edu
• What it is Not
• just group work or putting them in groups and
  turning them loose.

14
Interaction and Cooperative Grouping
Minimizes Fear of Risk Taking
Fosters Team Work
15
Skills Developed Through Interaction

• Leadership
• Decision making
• Trust-building
• Communication
• Conflict management  

16
Group Activity

• In your groups, discuss how to create a
  interactive learning environment.
• What are some of your current practices?
• What does it look like?
• What recommendations would you give to someone
  to help them get started?
• Record your responses on chart paper.
• Post around room for gallery walk.

17
Classroom Recommendations

• Know your style and your class.
• Teachers should use a variety of criteria for
  grouping students.
• There are several types of cooperative learning
  groups to vary group dynamics.
• Teacher should manage group size.
• Combine cooperative learning groups with other
  types of instruction.

18
Line Up ActivityAgree or Disagree

• Think about a subject that people have varying
  degrees of opinions.
• Line Up based on your degree of whether you Agree
  or Disagree.
• Strongly agree
• Right
• Strongly disagree
• Left

Kagan (1994)
19
Find-Someone-Who

• The purpose Participants are to find someone
  who knows the answer to their question. When
  finished, they become helpers by sitting down and
  becoming a resource for others.
• The rational Provides an opportunity for
  participants to learn from each other and become
  experts.
• Steps
• 1) Students mix and pair
• 2) Student questions partner
• 3) Partner checks
• 4) Reverse roles

Kagan (1994)
20
Formations(Charades)

• The teacher presents the class with something
  to form.  Students make the formation by deciding
  where each student should stand or what they
  should do.  More advanced models may include
  sound and movement.
• Tips
• If possible, use an open space.
• Show students a picture of the shape they are to
  form.
• The formation must involve all students.
• Model how students may interact to make the
  formation.

Kagan (1994)
21
Inside/Outside Circles

• Students form two concentric circles. Both
  circles have the same number of students so that
  each student is facing another student. Teacher
  announces a topic or question, and students
  discuss with that partner. Then both circles
  rotate so that students are paired with a new
  partner for the next question or topic.
• Steps
• 1) Students form circles.
• 2) Student shares with partner.
• 3) Reverse roles.
• 4) Students rotate.

Kagan (1994)
22
Wait Time

• Rowe (1996) researched how wait time is
  incorporated into every day instruction. The
  findings showed that the average teacher paused
  .9 1 second, asked 3-5 questions a minute, 400
  questions in a short class session, repeating
  every student response, used words such as good,
  very good, and wonderful 25 of the time,
  resulting in the focus being on the teacher, NOT
  on the content.

23
Wait Time

• Wait time varies by culture.
• In US classrooms, the average length of wait time
  is clearly not sufficient.
• Teachers need to resist the temptation to fill in
  the silence.
• ELLs need extra time to process questions.
• ELLs need extra time to formulate answers.

24
Wait Time Techniques

• 50-50
• Phone-a-friend
• Final answer comes from the original student.
• Find a balance between wait time and moving a
  lesson along.

25
Clarify with L1

• L1
• first language, home language, native language
• Bilingual instructional aide
• Peer
• Materials written in students L1
• Bilingual dictionaries
• Websites

26
Video Presentation

• Interaction

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28
Exercise

• While viewing the video using the /delta chart.
  After viewing, answer the discussion questions.
• How did the teachers plan/use grouping to
  enhance learning?
• Did the teacher provide frequent opportunities
  for interaction?
• How were key concepts clarified?

29

Recommendations
Using your notes complete the chart, making
recommendations for improved instruction.
30
Teaching Scenarios

• Refer to Interaction section for teaching
  scenarios.

31
Teaching Scenarios

• All participants will read the lesson overview.
• Participants will number off into threes.
• Ones will read first scenario and so forth.
• Rate the teacher using rating scale provided.
• Discuss your rating with group and come to
  consensus.

32
Review Session Objectives

• Content Objective
• Select from a variety of activities that promote
  interaction and incorporate into lesson plans.
• Design grouping patterns that support lesson
  content and language objectives.
• Identify strategies to increase wait time.
  
  
  
  
  
  
• Language Objectives
• Describe strategies to reduce the amount of
  teacher talk.
• Adjust teacher questioning techniques to promote
  student elaboration of responses.

33

• Insanity is doing the same thing over and over
  again and expecting a different result.
• --Albert Einstein

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References

• Echevarria, J., Short, D., Vogt, M. (2004).
  Making Content Comprehensible for English
  Language Learners The SIOP Model. 2nd Ed. Upper
  Saddle River, NJ Pearson Education, Inc.
• Kagan, M., Robertson, L., and Kagan, S. (1995).
  Cooperative learning structures for class
  building. Kagan Cooperative Learning. San
  Clemente, CA Resources for Teachers, Inc.
• Kagan, S. (1994). Cooperative learning. San
  Clemente, CA Resources for Teachers, Inc.
• Kennesaw State University. Georgia Educational
  Technology. http//edtech.kennesaw.edu
• Nixon-Peterson, E., Shotts M., Consultants, New
  Mexico The Center for the Education and Study of
  Diverse Population at New Mexico Highlands
  University, 2004.