School Reform and Standards-Based Education - Essay Example

Those students, whose instructors implemented the SIOP model had a better chance to improve their writing than those who did not use it. SIOP makes the instructions more understandable for learners which is very important for the learning process. The authors state: “SI provides useful strategies and techniques for making instruction more understandable for ELLs, but without a scientifically validated model to guide teachers in lesson planning and lesson delivery, it will not be consistent within and across classrooms. For change to occur in teaching practice that leads to improved academic performance by students, teachers cannot simply select their favorite techniques; implementation of high-quality instruction must be systematic and steered by research” (Echevarria, Vogt & Short, 2006, p. 207). The authors point out that the given research is examining only the effect of SIOP implementation on writing and further research is needed to examine its effect on reading.

1. "Implementing Structured English Immersion (SEI) in Arizona: Benefits, Costs, Challenges, and Opportunities" by S. Rios‐Aguilar, M. González‐Canche, and L. Moll.
The article discusses the issues connected with ELD block implementation. The study was conducted in the form of interviews with 26 instructors of the English language contacted through the phone. They were asked three questions: (1) what is the process of ELD block implementation is; (2) what are the benefits of it are; (3) what are the main problems connected with its implementation are. It is important to notice that the coordinators contacted were from different districts. This was done to determine if the ELD block is implemented in all the regions.

The research showed that it was really implemented in all the regions, but implemented differently. Interestingly, the majority of interviewed people stated that it would be better if they had not implemented the ELD block. However, they admitted that it helps make the instructions more understandable for students. But the number of drawbacks was much higher. The authors state that “ELCs mentioned that the implementation of the 4-hour ELD block has: (1) neglected core areas of academic content that are critical for ELL students’ academic success and graduation, (2) contributed to ELL students’ isolation, (3) limited ELL students opportunities for on-time high school graduation—potentially increasing drop out--and for college readiness, and (4) assumed that English language learning can be accomplished for all ELL students within an unrealistic timeframe and under a set of unrealistic conditions” (Rios‐Aguilar, González‐Canche and Moll 2010, p.3).

2. “99 Ideas and Activities for Teaching English Learners” by M. Vogt & J. Echevarria

The book “99 Ideas and Activities for Teaching English Learners” by Vogt & Echevarria is already thorough and perfect explanation of the SIOP model: “Effective SIOP teachers incorporate into their lesson plans multiple opportunities for their students to use English, in writing, in reading, and interaction with the teacher and other students. SIOP® teachers also provide time for students to process in English what they are hearing before answering questions or participating in the discussion” (Vogt & Echevarria, 2007, p.102). The authors have already implemented a detailed analysis of the model. They point out that the learning process needs to include the communication of teachers with students and the students with other students.

This makes students understand the instructions better as they receive the opportunity to discuss the instructions with each other and with the teacher. This helps them understand the instructions better and avoid misunderstandings. Vogt & Echevarria also emphasized the advantages of the SIOP model: “Students occasionally work independently during SIOP® lessons, but more often they learn with partners and in small groups. The teacher purposely decreases the amount of teacher talk by planning a few lectures (and “mini” ones at that), and by turning the talk over to students with probes such as, “Tell me more about this;” “Why do you think so?” “Where did you get that idea?” “Will you explain your thinking to your partner?” (Vogt & Echevarria, 2007, p.102). The book is very useful for instructors, thus every teacher should have it on his/her table. Read More