SIOP Component 4: Strategies

(G/O) – Goal / Objective / Key Vocabulary Best Practices (Marzano)
Teacher…1. describes word
Student… 2. paraphrases
3. creates visual
4. interacts with word
5. interacts with others
6. plays games
3. Comprehensible Input:
·  speech appropriate to learner’s proficiency level
·  academic tasks clearly explained
·  Variety of techniques (VIPs, modeling, demonstrations, hands-on, gestures)
4. Strategies:
·  Variety of higher order questions
·  Scaffolding
5. Interaction:
·  Frequent interaction
·  Wait time
·  Key concepts clarified in native language
6. Practice / Application:
·  hands-on materials / manipulatives
·  Application of both content and language objectives
·  language skills integrated (reading, writing, listening, speaking)
7. Lesson Delivery:
·  Content objectives
·  Language objectives
·  Students engaged at least 90% of time
·  Lesson pacing appropriate
8. Review / Assessment:
·  Key vocabulary reviewed
·  Content Concepts reviewed
·  Feedback
·  Assessment conducted throughout lesson
Materials:
·  Speakers
·  QAR Handout from 99 Ideas and Activities
·  Scaffolding Handout
·  3rd Edition DVD with Scaffolding Clip
·  Lesson Plan + Supplemental Handouts
·  PowerPoint Handout
·  Squeepers Handout
·  Highlighters
·  Doug Reeves Article
1. Lesson Preparation
Content:
1.  Select learning strategies appropriate to lesson objectives
2.  Recognize value of scaffolding instruction and identify techniques to scaffold
Language:
1.  Identify learning strategies to use with students
2.  Recall and share details about this lesson with the large group
(APK) - Access Prior Knowledge
2. Building Background
Connect to students’ lives & Connect to students’ prior learning:
·  Passing Notes Strategy: Have the SIOP strategies you have implemented made teaching more fun, more rewarding? If so, how? If not, why not?
Key Vocabulary:
·  Scaffolding: Providing support to students when information is new and then decreasing support as learner acquires experience
·  Higher Level Questions: questions that allow students to elaborate and include analysis, synthesis, and evaluation.
(NI) – New Information
F13 - Ample opportunities to use Learning strategies (96):
F14 - Scaffolding techniques
F15 - Variety of Questions to promote higher-order thinking – HOT?
(APP) – Application
F13 - Cognitive & Metacognitive Strategies
·  SQP2RS (Squeepers) – Try it out with article, “If I Said Something Wrong, I Was Afraid,” by Doug Reeves
F14 – Scaffolding
o  View video clip
F15 - Higher Level Questions
o  Bloom’s Taxonomy
o  Question-Answer Relationships (QAR)
(GEN) – Generalization
·  Whip Around strategy to summarize key points
(HW) – Homework
Component 4 Teaching Challenge:
1.  Teach students thinking strategies to facilitate their learning of your subject
2.  Consider scaffolding learning projects so that all learners can be more successful
3.  Implement higher order questions (Blooms, QAR)


Cognitive:

·  Rereading

·  Highlighting

·  Reading Aloud

·  Taking notes

·  Mapping information

·  Finding key vocabulary

·  Mnemonics


Metacognitive:

·  Predicting / Inferring

·  Self-questioning

·  Monitoring / clarifying

·  Evaluating

·  Summarizing

·  Visualizing

Bloom’s Taxonomy

Evaluation: Determining value and providing a rationale for the response. Must

go beyond the individual’s opinion

Synthesis: Creating something new from the “parts”

Analysis: Breaking the concept into component parts and examining/explaining the parts.

Application: Demonstrating knowledge by applying concepts to one’s own life

Comprehension: Basic understanding of concept (e.g., providing definitions)

Knowledge: Simple recitation of information

Level / Process Verbs / Products
Evaluation / judge, evaluate, appraise, rate, compare, value, validate, defend, probe, assess, measure, decide, revise, conclude, evaluate, determine, justify, support, prioritize, recommend, reject, debate, award score, choose, estimate / investigation, opinion, report, survey, editorial, debate, scale, conclusion, review, recommendation, critique, verdict, estimation
Synthesis / compose, propose, formulate, assemble, construct, set up, manage, plan, design, pretend, revise, blend, arrange, collect, create, invent, develop, hypothesize, generalize, originate, derive, compile, predict, act, modify, suppose, reorganize / film, poem, story, formula, machine, design, blueprint, goal, plan, play, solution, cartoon, new game, invention, video, event, newspaper
Analysis / distinguish, calculate, test, question, solve, analyze, research, question, characterize, appraise, interpret, diagram, experiment, compare, contrast, examine, scrutinize, dissect, probe, discover categorize, sift, investigate, order, differentiate, sort, deduce / diagram, checklist, investigation, chart, graph, outline, conclusion, list, category, plan, illustration, survey, inventory, database, graphic organizer, rubric, matrix
Application / Teach, apply, employ, adapt, show, manipulate, exhibit, relate, solve, illustrate, operate, schedule, calculate, interview, collect, interpret, change, dramatize, prepare, record, construct, make, translate, use / puzzle, prediction, scrapbook, drawing, demonstration, diary, photograph, report, illustration, diorama, simulation, poster, sculpture, diagram, experiment, lesson
Comprehension / restate, describe, explain, paraphrase, report, tell, discuss, recognize, summarize, locate, review, list, research, locate, calculate, convert, outline, expand upon, annotate, give example, give main idea / recitation, example, summary, definition, reproduction, quiz, collection, list, explanation, test, dramatization, label, show and tell, outline
Knowledge / define, repeat, list, name, label, memorize, record, recall, relate, match, locate, show, select, group, quote, underline, recite, distinguish, cite, choose, give example, sort, describe, reproduce / quiz, label, definition, list, test, worksheet, workbook


Whip Around

In the spaces below, write five facts, strategies, concepts, etc. you have learned. These will be shared with the group.

1.  c ______

2.  c ______

3.  c ______

4.  c ______

5.  c ______

·  After recording, the facilitator asks everyone to stand.

·  We will go quickly around the room, each person stating one thing he/she learned. Anytime you hear an idea that is on your list, put a P in the box beside it.

·  When all of your ideas have been checked off, you may sit down.

·  How could you use this strategy with your students?