SIOP Methods: Teaching Strategies for the Flipped Classroom

SIOP Methods: Teaching Strategies for the Flipped

Classroom

Dr. Jacqueline B. SaldanaDeVry University, Tampa Metro

Sunday, June 14, 2015

Agenda

• Introductions •Opening Reflections (the KWL method)• Rationale for Alternative Teaching Methods • Theory of SIOP and Flipped Classroom • SIOP and Flipped Classroom Methods •DeVry Four “I”s

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Agenda (cont.)

• Levels of Thinking and Thinking Inquiry • Learning Styles• Active and Online Exercises • Closing Reflections (the KWL Method)•Questions


Introduction

• Almost 30 years of administrative and managerial experience in healthcare and education • Approximately 10 years teaching as adjunct, visiting, and full time instructor at diverse organizations • Strong academic foundation• Certified Cognitive Adult Learning Education Instructor • Line of inquiry research relates to global CoPs, leadership, and innovation


Opening Reflections (the KWL method1)

•What do you know about the Sheltered Instruction Observational Protocol (SIOP) method?•What do you want to learn about Sheltered Instruction Observational Protocol (SIOP) method? •What do you know about Flipped Classroom methods?•What do you want to learn about Flipped Classroom methods?


Rationale for Alternative Methods2

• Changes in the higher-education landscape• Changes in technologies • Changes in demographics• Information overload• Proliferation of accelerated education programs• Levels of literacy • Special needs of adult learners @ACBSPAccredited

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Theory of SIOP3

• The concept of Sheltered Instruction •Use of preparatory activities and hands-on techniques • Culturally immersed classrooms• 90%-100% student engagement • Continual use of the four language arts (i.e., listening, speaking, reading, and writing)• Supported by research @ACBSPAccredited

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Theory of Flipped Classroom4

• Traditional education vs. constructivism approaches • Student are independent learners• Active seekers vs. passive receivers of information • Students covered the material before coming the class• Learning activities = Classroom delivery •Use of collaborative learning • Relatively new; limited research exists

Fundamentals of Both Methods

• Engagement • Active learning• Collaboration •Hands-out activities •Use of experiential knowledge


DeVry’s Four “I”s Philosophy5

• Integration: Re-thinking of traditional college teaching to maximize the potential of both online and onsite learning experiences• Immersion: Sustained learning opportunities

through both a course shell and the classroom• Interaction: Continual communication and

collaboration between instructors and students, and students with each other • Improvement: Continual collaborative

improvement through Right Now feedback@ACBSPAccredited #ACBSP2015

Levels of Thinking6

• Knowledge • Comprehension • Application• Analysis• Synthesis• Evaluation



LEVEL DEFINITION VERBS EXAMPLE 1. KNOWLEDGE * Remembering previously

learned material, to recall * Define, list, describe, label, identify

* Define the following terms.

2. COMPREHENSION

* Grasping the meaning, understanding, explaining

* Explain, demonstrate, summarize

* Interpret the chart showing the inflation rate for 10 years

3. APPLICATION

* Applying concepts/principles to new situations

* Relate, solve, apply * Using the Learning Taxonomy, redesign a class lesson plan.

4. ANALYSIS

* Breaking material down into component parts

* Divide, deduce, simplify, separate, differentiate

* Identify several components of a national problem

5. SYNTHESIS

* Putting parts together into a new whole

* Build, create, design, develop, formulate

* Develop a project plan for your senior project.

6. EVALUATION * Judging value, making an assessment

* Evaluate, criticize, appraise

* Determine the criteria of a senior project proposal.

Levels of Thinking6

Levels of Thinking Inquiry Process

• KnowledgeoWhat happened after...?/How many...?/Who was it that...?oCan you name the...?/Describe what happened at...?

• Comprehension oCan you write in your own words...?/Can you write a brief outline...?oWhat could have happened next...?/Who do you think...?oWhat was the main idea...?



• Application oDo you know another instance...?/Could this have happened in...?oCan you group by characteristics such as...?/Would this information be useful if you had a...?

• Analysis oHow was this similar to...?/What was the underlying theme of...?oWhat do you see as other possible outcomes?oWhy did changes occur?/Can you compare with that presented in...?



• Synthesis oCan you design a ... to...?/Can you see a solution to...?oWith access to all resources how would you deal with...?/How would you devise your own way to deal with...?

• Evaluation oIs there a better solution to...?/Assess existing ideas and recommend the best…oCan you defend your position...?oDo you think ... is good or bad?/How would you have handled...? @ACBSPAccredited

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Learning Styles7


Learning Style Materials PRINT“I want to read it.”

* Notes * Power Point Bullets * Writing on board* Handouts * Study sheets * Textbook

VISUAL“Show me a pic or diagram.”

* Charts * Spatial relationships * Photos * Flow diagrams * Video * Line drawings

Learning Styles


Learning Style Materials AUDIO (Aural) ”Tell me”

* Lecture * Narrated video * Student reports* Music background * Group discussions

INTERACTIVE/EXCHANGE“Can we discuss this?”

* Question/answer * Open forum * Group discussion* Study groups * Oral report * Fill-in notes

Learning Styles


Learning Style Materials KINESTHETIC Moving and thinking

* Stand-up role plays * Rotating groups* Breaks processes best while movingWatch for: May swing leg or rock chair. May repeatedly get out of seat. May manifest in talkativeness

HAPTIC (tactile to cognitive)

Touch and learn

* Props/manipulatives * Models* Simulations, walk-throughs * Use of artifacts

Active Learning Exercises


• The Fish Bowl• Appreciate Inquiry •Writing Round Table• Peer-to-peer Review • Concept Mapping• Jigsaw Projects • Panel Discussions/Debate• Visual Lists • Autonomy of Object

Online Learning Exercises


Project-Based Ventures: "Each workgroup of 3-5 students will create a grant proposal for the development of X project. Please describe your basic assumptions, goals and objectives, potential funding sources, project timeline, budget, marketing plans, etc."

Planned Controversy: "You will be paired with another student, and then each of you will be asked to take pro and con sides of a debate on X topic. After one week, these roles will be reversed. Then, along with your team, you will be asked to write a consensus paper."

Online Learning Exercises


Brainstorming: "Over the next day, brainstorm strategies for solving problem X described in the assigned article. Focus on (1) quantity or more ideas; (2) the wilder the better; (3) suspending evaluation; and (4) building on, combining, or improving ideas already mentioned."

“Last Minute” Recommendations

•Use the concept of transference •Use “small talk”• Create interest from the beginning • Clarify expectations •Use at least one (1) active learning exercise per each hour


“Last Minute” Recommendations

• Customize exercises to class learning styles and appropriate level of difficulty •Use the sources of motivation for adult learners • Set a tone for the lesson• Provide continual and clear feedback •Use reward, reinforcement, and self-efficacy techniques @ACBSPAccredited

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Closing Reflections (the KWL method)

•What did you learn about the Sheltered Instruction Observational Protocol (SIOP) method?•What did you learn about Flipped Classroom methods?•HOW are you going to apply these methods to your classroom or area of expertise?


References

1. Hershberger, K., Zembal-Saul, C., & Starr, M. L. (2006). Evidence helps the KWL get a KLEW. Science and Children, 43(5), 50-53. Retrieved from http://search.proquest.com/docview/236901811?accountid=35812

2. Connell, J. (2011). Adult learners and universities. International Journal of Arts & Sciences, 4(16), 93-122.

3. Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP® Model (3rd ed.) [Adobe Digital Version]. Upper Saddle River, NJ: Pearson.

4. Berret, D. (2012, Feb. 19) A guide to the flipped classroom. The Chronicle of Higher Education [Online edition]. Retrieved from http://www.chronicle.com/article/How-Flipping-the-Classroom/130857/4@ACBSPAccredited

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References

5. eCollege Manual. (2013). DeVry University. Unpublished Manuscript, DeVry University, United States.

6. Lasley, T. (2010). Bloom's taxonomy. In T. Hunt, J. Carper, T. Lasley, & C. Raisch (Eds.), Encyclopedia of educational reform and dissent. (pp. 107-110). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.contentproxy.phoenix.edu/10.4135/9781412957403.n51

7. Johnson, G. D. K. (2008). Learning styles and emotional intelligence of the adult learner. (Doctoral Dissertation). Auburn University. Retrieved from https://etd.auburn.edu/bitstream/handle/10415/1066/Johnson_Gia_27.pdf?sequence=1 @ACBSPAccredited

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