THE SIOP MODEL: PRACTICE/APPLICATION Tina Kelman & Wendy Burt

THE SIOP MODEL: PRACTICE/APPLICATION

Tina Kelman & Wendy Burt

Let’s Review

Lesson Preparation Building Background Comprehensible

Input Strategies Interaction Practice &

Application Lesson Delivery Review/Assessment

SupermanPractice & Application

http://youtu.be/7_ToAF46GPQ

Practice & Application

Content Objectives: Identify a variety of ways for students to

enhance learning through hands-on practice.

Create application activities that extend the learning in new ways and relate to language or content objectives.


Language Objectives: Design activities that

integrate different language skills as students practice new content knowledge.

Discuss the importance of linking practice and application activities to specific lesson objectives.


Limited English Proficient (LEP)

students

English Language Learners (ELLs)

Language Acquisition

Stephen Krashen’s 5-pronged theory of Language Acquisition


Language acquisition is a subconscious and

intuitive process…much like how children pick up

their first language.


The monitor: If students learn language through

rules, rather than naturally, fluency will

be delayed.


The natural order of acquisition: ELLs will

first acquire that which has the most

meaning, form comes later.


Providing comprehensible input – to acquire

language.


The affective filter: a cognitive shut-down

if anxious.

Knowing vs. Doing

Madeline Hunter (1982) said:“The difference between knowing how something should be done and being able to do it is the quantum leap in learning…new learning is like wet cement, it can be easily damaged. A mistake at the beginning of learning can have long-lasting consequences that are hard to eradicate (p.71).


It is essential that students acquiring English have multiple, daily opportunities to practice and apply what they are learning for two reasons:

1. Students are more likely to retain new information if they immediately put it to use

2. Teachers can assess students’ learning while they are practicing and applying their new understanding


These opportunities for practicing and applying new learning must occur regularly within each lesson, not just at its

conclusion.


Learning to fly

http://youtu.be/yTS1VlvlGRg

Fortune Teller

1. Fold the bottom (short end) of a sheet of paper so that it is aligned with one side of the paper. Crease side making a big triangle. Cut the extra piece of the paper so that only the triangle remains.

2. Fold the triangle in half to make a smaller triangle. Crease the edges well.

3. Unfold the FT completely (square with lines to the center). Fold each of the four corners into the very center of the square (do not let the sides overlap).

4. Turn the FT over and fold each of the new corners into the center again. Crease all the edges well!

Fortune Teller

5. Fold the FT in half to form a rectangle.

6. Fold the FT in half one more time so that it is one small square.

7. Unfold the last two folds8. Gently pull out the square flaps and

insert your index fingers and thumbs of the FT in order to use.

Fortune Teller

Add these questions to your flaps: How much material should be practiced at

one time? How long should the practice sessions be? How often should the practice sessions

be? How will they know if they have done well?

You will answer these questions as we go through this session.

3 Components of Practice & Application

Hands-On Practice with New Knowledge

Application of Content and Language Knowledge in New Ways

Integration of All Language Skills


Tell students to turn to a partner:

Summarize Key Ideas Thus Far

Add your own thoughts

Pose clarifying questions to your partner, another group or the teacher

Three-Minute Pause provides a break in large sections of content

Provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.


Just like riding a bike… Training wheels Talking about experience Listening to others describe the experience Observing others Help from others Independent practice


Remember!

There is a difference between talking about riding a bike, and actually riding it.

Just as there is a difference between classroom notes on how to solve inequalities in Algebra, and actually solving them.


Hands-on materials and/or manipulativesprovided for students to practice using new content knowledge

Activities provided for students to apply content and language knowledge in the classroom

Activities integrate all language skills (i.e., reading, writing, listening and

speaking)


Meaningful practice allows teachers the opportunity to observe the extent to which

all students, especially English learners, understand

new information and concepts


Practice and application should include not only end-of-unit activities, but also opportunities to practice and apply what students have learned during lessons

When are kids going to learn the vocabulary & language if we never give them the opportunity to use it?


Practice helps master skills Reading Writing Listening Speaking

Proficiency depends on opportunities for comprehensible input and targeted output


Carefully choose activities in lesson

Activities must support students’ progress

Must target objectives

Differentiation

Hands-On Practice with New Knowledge

Hands-on materials/manipulatives Makes practice more relative & meaningful Increases chances of mastery Enhances overall practice session Connects abstract to the concrete

AbStrAcT Concrete

Hands-on materials

Studies Show that We Learn

10% of what we READ 20% of what we HEAR 30% of what we SEE

70% of what is DISCUSSED with others

80% of what we EXPERIENCE personally

90% of what we TEACH others


How much material should be covered at once?

How long in time should practice periods be?

Small, meaningful amounts of material

Short practice times

Questions to consider

Answers to remember


How often should students practice?

How will students know how well they have done?

New material Practice

frequently Old material

Space sessions Give specific

feedback

Questions to consider Answers to remember

Practice & Application - Graffiti In the version of graffiti

described here, each group uses a different colored marker so that everyone can identify which group made which contribution to the charts.

After a specified period (usually no more than three to five minutes), and at a specific signal, each group rotates to the next chart page until the group has traveled full circle and arrived back at its page.

The rotation and recording aspect of the strategy should take about 15 to 20 minutes. If groups have too much time at any chart page, there won’t be anything for subsequent groups to write.

Subsequent groups may put checkmarks beside ideas to agree with them, may write disagreements beside items already recorded, or may add new information and ideas to the chart page.

Applying Knowledge

Activities to apply content & language knowledge

Discussing and “doing” make

concepts concrete

Involvement in relevant & meaningful application

What is meaningful practice…?

Practice that is directly tied to a standard

Practice & Application-Vygotsky Correcting Errors – Zone of Proximal Development which is

the difference between what a learner can do without help and what he or she can do with help.

Current level of

developme

nt

“Zone of Proximal Development” (can be learned with “scaffolding”)

Level of development currently out of reach

ZPD Examples

A student is able to perform simple addition when working with a teacher or parent, but is frustrated when performing the task alone. By guiding the student to use tools and strategies, and by asking questions about why he/she is using each tool or strategy, the student is able to fortify knowledge and eventually add independently.

A 16 year old is able to effectively drive forward and backward but cannot parallel park. Through targeted guidance from a teacher, the child is able to learn how to park.

A child is struggling to learn how to read. By working with the student to teach how to sound out words and use other word recognition strategies, the child is able to learn to read.

An aspiring swimmer is attempting to learn a difficult dive. Knowing the strengths that she possesses in other diving techniques, her coach is able to directly target her instruction so that she can confidently conquer the dive.

Language Skills

Activities integrate all language skills Reading, writing, listening & speaking Read what we write Talk about what we read Listen to others talk about they read

Language Skills

L1 – speaking & listening acquired first L2 – reading & writing acquired first All skills are interconnected Different learning styles

Language Skills

Reading

Listening Speaking

Writing

Language

Turn and discuss…

Think about a college or graduate school course. What is one activity you remember well? What made it memorable? Did it involve different learning styles or senses?

Now, think about a recent lesson you taught or observed. Was there an activity that would be memorable for the students? If not how could the activity have been more engaging and unforgettable? Did you incorporate all four language domains?

Explain to a partner why it is important to link practice & application activities to the learning objectives.

TPR

Create your own TPR signals for the different components of Practice and Application

Practice your signals Each group presents to the whole group

Create your own TPR movement Hands-On Practice with New Knowledge


Integration of All Language Skills

Practice & Application Activities Bingo BYO Jeopardy Poetry & Patterns

– Math Haikus Graphic

Organizers Jigsaw projects Vocabulary Go

Fish Chants Songs

Texas Two Step Family Feud Student created

word problems Student created

test questions Teach concepts to

another student Discussion circles Solving problems in

cooperative groups

Discussion Questions

What adjustments & techniques can a teacher use to provide ELs with successful experiences while they read, write, listen, & speak about new information?

What materials could you use in your

classroom to meet all language skills?

Think back to a lesson you have given or been a part of. What could have been done differently to ensure meaning for all learners?

Conclusion

Integrate 4 language components Practice & application are essential for

mastery Patience with errors Enhance with hands-on activities Not all skills are linked to an objective


Documents

THE SIOP MODEL: PRACTICE/APPLICATION Tina Kelman & Wendy Burt