SIOP Model Description and Historical Trends - Research Paper Example

 SIOP MODEL DESCRIPTION AND HISTORICAL TRENDS SIOP stands for Sheltered Instruction observation protocol. It was created to make a reliable and standard notion for the content of English comprehension for new learners. SIOP model was developed by Jana Echevarria, Deborah J.Short and Mary Ellen Vogt. [Pea08] SIOP model is a validated model based on research. It is an instructional model which is considered authentic for effective English academic learners. The main objective of SIOP is to prepare teachers in delivering lessons to new English learners and to provide teachers with instructional guidance for developing effective lesson plans for ELLs. This model aims to acquire background knowledge and helps to develops effective strategies for classrooms. [CAL03] Building Background for English Language Learners including vocabulary development and strategies: The SIOP model gives eight instructions to teachers for effective teaching; which are as following. 1. Lesson preparation: objective of lesson preparation is to prepare teacher before taking a class; it aims to develop the qualities of preparation for content. To teach well the teacher should be well prepared with the materials and topics that she has to demonstrate in class. Some of effective activities for ELLs in English activity plan are: Flash Card Exercise Worksheet exercises Spoken English Activities 2. Background building: Before starting any lesson the teacher has to build a background of the topic to students so that it can help students understand the lesson well. For example in English the background building of the topic can be in a way that if a teacher is teaching “pair of words” then before starting a lesson she should build a base of learners with the topic by telling them about it. If we talk about pair of words then in this a background should be built by telling the students what pair of words is and how neglecting this topic can create confusion in the understanding of the meaning of words and sentences. 3. Comprehensible Input: CI means to develop abilities and concepts in learning secondary language; so that it becomes easy and understandable for student to learn new language. CI is considered to be the topic of curriculum. [tea10] 4. Strategies: A curriculum of topics should be formed by proper strategies. The follow up of topics should be in the right place so that students learn the concept step by step. 5. Interaction: The language is best learned when it is spoken more often. It clears the pronunciation, speech and uses of word. 6. Practice: Practicing the language and grammar increases the knowledge and also opens the mind towards new sentences and words. Constant practice helps the learner in fluency of language and gives a command over sentences. 7. Lesson delivery: the way of conveying the lesson to learners is very important as the way teacher delivers; a learner also learns and absorbs in that way. The level of teacher’s English also makes a great impact on learners. If the lesson is delivered in proper way with clear instructions and concept, the students also learn and understand well. 8. Assessments: test and revision of topics taught is a necessary thing to check on the concepts of students. The assessments also give an idea about the topics in which students are weak and areas which need more attention. Lesson preparation for ELL’s The seven teaching strategies are given below are for ELLs. These strategies help the teachers in delivering their curriculum to learners in a proper way. 1. Comprehensive input: In learning a new language it is important for the learner to understand language building properly. The hypothesis of comprehensive input was proposed by Stephen Krashen for ELLs. He said that ELL learns language better by hearing and understanding . So while teaching a new concept teacher should go slowly and steadily with different aids so that learns get the lesson properly. 2. Visual lessons: for ELLs visual aids like drawings, maps photographs and charts are important and are an effective way to convey a new vocabulary. It grasps the attention and help learners to learn fast with fun. Creating sentences or stories also help them learn the uses of the words in sentences. 3. New information: linking new information with personal, social, cultural or global things make learners eager to learn and instantly grasp their attention. 4. Key concepts: in every lesson the teacher should built a key concept which has to be conveyed to students. And after finishing the lecture students should be asked that whether the key concept was fulfilled and if it was understood or not. This will not only make the curriculum more organized with key concepts but will make learner’s learning efficient and they will also be able to remember the lesson with key points which they learned. 5. Vocabulary instructions: importance of vocabulary is very important and primary for ELLs. Without enough vocabulary the learning of grammar is useless as when the learners don’t have enough vocabulary then they won’t be able to speak the language properly. Phrases, idioms and words meaning are necessary for learners to speak fluent English. Word charts, flashcards, pictures with words should be used to help ELLs learn vocabulary efficiently. 6. Learning strategies: effective techniques like group activities, class assessments, and comprehensive learning exercise help the learners to learn fast. They not only help the ELLs to learn but also built the confidence in them in speaking fluent language. 7. Homework styles: different interesting yet useful H.W styles are promoted for ELLS learners; like oral assignments (presentations), charts, drawing with words or preparing a play help ELLs to explore themselves with language and it also pushes them to learn. [Hay10] Bibliography Pea08: , (Pearson Education, Inc., 2008), CAL03: , (CAL, 2003), tea10: , (Teachervision, 2010), Hay10: , (Haynes, 2010), Read More