SPED 360 Content Based VIdeos SIOP Content Based Videos

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Brigham Young University, Idaho *

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360

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Linguistics

Date

Apr 3, 2024

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docx

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5

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Content Based Videos – Sheltered Instruction Syllabus description: The purpose of the Research-based Components Observations is help you learn to recognize and identify effective elements and teaching strategies for various diverse populations. At different times throughout the semesters, you will watch a lesson from the Massachusetts Department of Elementary and Secondary Education website http://www.doe.mass.edu/edeval/resources/calibration/videos.html and analyze the lesson in order to identify effective and research-based components of 1) sheltered instruction, 2) differentiated instruction, and 3) universal designed planning. An observation form for each observation will be attached to I-Learn and will be turned in with the assignment as well as a reflection of what you observed, what went well, what could be better, and overall impressions of the lesson. Submit hardcopies of your observation and reflection by July 22, 2pm. Canvas description: The purpose of this Research-based Components Observation – Sheltered Instruction is to help you learn to recognize and identify effective elements and teaching strategies for second language learners. We will watch the video in class. If you miss class or wish to review the video further, please watch a lesson from the Massachusetts Department of Elementary and Secondary Education website http://www.doe.mass.edu/edeval/resources/calibration/videos.html and analyze the lesson in order to identify effective and research-based components of sheltered instruction. An observation form is attached to this assignment for you to fill out completely. On the observation form, record evidence that the lesson contained or did not contain each feature of the SIOP model. An example for the first component of Lesson Preparation is below. After you’ve fully completed the observation form, write a 1-2 page (double spaced) reflection regarding what you observed, what went well, what could be better, and overall impressions of the lesson. A template of the reflection is included with the observation form. Please think deeply about what you observed and what would be helpful to English Learners. That depth of knowledge and thinking should be seen in your responses to the reflection questions. Your observation and reflection must both be turned in for full credit for this assignment. SIOP Componen t SIOP Feature Evidence it was part of the lesson (or not) Lesson Preparation Content objectives are clearly defined, displayed, and reviewed with students Content objective of finding main idea was stated orally, but not posted in the room. Language objectives are clearly defined, displayed, and reviewed with students Language objective was not formally stated, but she talked about defending your position which could include reading, writing, listening, speaking.
Research-based Component Observation – Sheltered Instruction Choose a video that interests you from the following website: http://www.doe.mass.edu/edeval/resources/calibration/videos.html . As you view the video, watch for elements of sheltered instruction. Record the evidence that the teacher did or did not practice each of the following strategies found in the SIOP model (Echevarría, Vogt, and Short, 2016). SIOP Componen t SIOP Feature Evidence it was part of the lesson (or not) Lesson Preparation Content objectives are clearly defined, displayed, and reviewed with students Language objectives are clearly defined, displayed, and reviewed with students Building Background Concepts explicitly linked to students’ background experiences Links explicitly made between past learning and new concepts Key vocabulary emphasized (introduced, written, repeated, and highlighted for students to see) Comprehensible Input Clear explanation of academic tasks A variety of techniques used to make content concepts clear Strategies Ample opportunities provided for students to use learning strategies Scaffolding techniques consistently used assisting and supporting students understanding A variety of questions or tasks the promote higher-order thinking skills
Interaction Frequent opportunities for interaction and discussion between teacher/student and among students Grouping configurations support language and content objectives Sufficient wait time for student responses Practice and Application Hands-on materials and/or manipulatives provided for students to practice using new content knowledge Activities provided for students to apply content and language knowledge Activities integrate all language skills (reading, writing, listening, speaking) Lesson Delivery Students engaged (90-100% of the period) Pacing of the lesson appropriate to students’ ability Review and Assessment Comprehensive review of key vocabulary Comprehensive review of key content concepts Regular feedback provided to students on their output Assessment of student comprehension and learning of all lesson objectives (spot checking, group response, etc.) throughout the lesson Echevarría J., Vogt, M.E., and Short, D.J. (2016) Making content comprehensible for English language learners: The SIOP Model . Upper Saddle River, New Jersey: Pearson Education, Inc.
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