SIOP- Practice & Application 1

SIOP- Practice & ApplicationFeature 20: Hands-On Material and ManipulativesFeature 21: Activities to Apply Content and Language KnowledgeFeature 22: Integrating all skills of Language (LSRW)

Second Language Acquisition Theory Brain Research- Dendrites Cummins Four-Quadrants Model

Memorable LearningWhat was your most memorable learning experience when you were in elementary/middle school? Describe it. What do you think made it memorable?

Where were you when…• You heard/ heard about the Murrah Building bombing?• You heard about 9/11?

What were you doing at the time?What were you doing the day before?

Something becomes memorable when connected to emotions. What will your students remember?

Feature 20: Hands-On Material and Manipulatives• Many types of hands-on experiences, guidance and practice can lead to mastery of content knowledge.• Mastering content concepts and skills is more easily achieved when student are given multiple

opportunities to practice in relevant, meaningful ways. • Practice sessions are enhanced when they include “hands-on” experiences including manipulatives.

SIOP- Practice & Application 2Madeline Hunter (1982) coined the term “Guided practice” to describe the process of the teacher leading the student through practice sessions prior to expecting independent application.

Questions to keep in mind when planning for hands-on practice for students.How much material should be practiced at one time?– Answer: A short, meaningful amount. Always use meaningful to divide your content into parts.

How long should a practice period be?– Answer: A short time so that the student exerts intense effort and has intent to learn.

How often should students practice?– New learning-massed practice (several practice periods scheduled close together). – Older learning- distributed practice. (practice spaced farther apart)

How will students know how well they have done?– Answer: Give specific knowledge of results, specific feedback.

• Practicing by manipulating learning materials is what is important for ELLs because it enables them to connect abstract concepts with concrete experiences.

• It is important that whenever possible and appropriate, use hands-on manipulatives for practice.

The difference between knowing how something should be done and being able to do it is the quantum leap in learning!

New 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.

How often have you taught a new concept and 100% of your students come back the next day with full mastery?

• If learning is like wet cement, what happens when we assign homework for a task that hasn’t been mastered?

• What if they do it wrong?

When choosing activities, REMEMBER: • Meaningful

– Think: PURPOSE• Repetition

– Meaningful repetition: how can they do it again and again without getting bored? Can we make it a game? Can we make it personal to them?

• Error correction/ feedback– In the beginning, we want a lot of guided practice (think wet cement)– How will we give them feedback, or how will they get feedback independently?

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Why Hands-On?• Muscle memory- “like riding a bicycle”• What we learn with our bodies (kinesthetically) is not soon forgotten.

Feature 21: Activities to Apply Content and Language Knowledge• Activities such as

– writing a diary entry from the perspective of a character in a novel– creating a semantic map illustrating complex concepts, or – completing a case study

…forced ELLs to apply new information in a personally relevant way.

• The need to apply new information is critically important because discussing and “doing” make abstract concepts concrete.

• Students learn best by involving themselves in relevant, meaningful application of what they are learning.

• Application can occur in a number of ways.• Clustering• Using graphic organizers• Solving problems in cooperative learning groups• Writing a journal• Discussion circles

Feature 22: Integrating all skills of Language (LSRW)

Should we correct language errors during practice time?• If errors impede communication, you can gently correct them by restating the sentence in correct

form.What is most important is that you be sensitive to errors that confuse communication; these usually can be corrected in a natural way.• Most young children become grammatically competent in their home language by age five, and

continuing language development relates primarily to vocabulary and more sophisticated grammar usage.

• Students may achieve competence in written language earlier than oral language and ELLs do not have to be proficient speakers before they start to read and write.

• The language processes-reading, writing, listening, and speaking- are mutually supportive.• The ESL Standards (TESOL,1997) specifically recommend developing these language skills in a holistic

manner, recognizing their interdependent nature.• Because students have different preferred learning styles, teaching through different modalities and

encouraging students to practice and apply new knowledge, teachers have a better chance in meeting students’ needs.

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Quiz Time!List the components/features of SIOP.

Component 1:

Lesson PreparationFeatures:Content Objectives

Component 2:

Component 3:

Component 4:

Component 5:

Component 6:

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Where do these activities fit into the 4 Quadrants?

□ Write 3 synonyms for the word.

□ Write spelling words 5 times each

□ Box letters

□ Write spelling words in rainbow colors

□ Make a BINGO game out of words (pictures & clues)

□ Unscramble spelling words

□ Create vocabulary booklets (illustrate)

□ Put spelling words in ABC order

□ Make definition flash cards

□ Play a matching game (illustration and word pairs)

□ Change spelling words into morse code

□ Do a word search for vocab/spelling words

□ Write words in cursive

□ Use words in sentences.

□ Write 3 antonyms for the spelling word

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Brain Research

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Neuron: brain cellsDendrites: connectors between brain cellsPruning: a process of cutting back what isn’t being used; in the case of dendrites, the brain prunes what we do

not frequently use, especially in the case of new learning.

ê Within 5 minutes, you can see nubs being formed. ê Within 20 minutes, fully formed dendrites appear. ê Without practice, these dendrites will be reabsorbed and lost almost

immediately.

Why is this important for learning?

Well-beaten path (well-used) Overgrown path (rarely used)

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Worksheets don’t build dendrites! By Marcia Tate• Strategies for building/maintaining dendrites

– Brainstorming and discussion– Reciprocal teaching (students learn 90% of what they say or discuss)– Drawing/ artwork (visual/spatial learners need to draw what they are learning)– Writing (helps you remember; grocery lists)– Field trips (real environments, not artificial)– Project-based/ Problem-based Instruction – Work study– Graphic organizers (both sides of the brain- the right side remembers the pics, the left side

remembers the words)– Visuals (We are in the TV/ computer/ video game era, people!)– Humor (Laughter produces T-cells, which stimulate the immune system and put the brain in a

state of optimal learning)– Games (participation/ motivation)– Manipulatives (visual/spatial and kinesthetic)– Technology – Movement (muscle memory)– Role play – Metaphor, analogy and similie – Mnemonic devices (making connections)– Acronyms (HOMES, ROY G. BIV)– Acrostics (My Very Educated Mother Just Served Us Nine Pizzas or Please Excuse My Dear Aunt

Sally).– Music (Music soothes the savage beast!)– Storytelling

• After a period of intense learning, storytelling enables the brain to relax and facilitates the retention of newly-acquired material. Stories have a beginning, a middle, and an end, therefore, the content is connected together and this helps the brain remember.

– Visualization• Good readers have to visualize the action in a story as they read. Visualization enhances

learning and retention of information since during mental imagery, the same sections of the brain’s visual cortex are activated than when the eyes are actually processing input from the real world.

Websites to Explore: www.sheppardsoftware.comhttp://nlvm.usu.edu/en/nav/vlibrary.html