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 Practicum Reflection


 

          Sheltered Instruction Observation Protocol (SIOP) is the best model that has been used in the United States schools and several other countries to facilitate and develop instructions of high quality in the area of English teaching for English Language Learners. This model is based on seven major components which are lesson delivery, practical application, and strategies interaction, comprehensive input, building background, lesson preparation and review assessment studies (Echevarria, Vogt & Short 2008, pp 220)


 

Sixth grade class

          At this stage students are more proficient in language use than the eighth and seventh graders. Lessons can take place much faster. The lesson plans for this grade should therefore fit the learning speed of the students. By observing this, a teacher will have already established the background information of the students according to the SIOP model (Echevarria, Vogt & Short 2008, pp 125)


 

            The teacher can then make the students to have authentic interaction to practice oral literacy in class and group participation. Topics not understood can be noted easily since the students can fully express their quarries. Lesson planning and reflection deals various components which have to be covered within a certain period. By the end of the period a reflection is done to check whether the desired targets have been fulfilled for example whether the lesson plan allowed students to participate in class discussions. Students can also gauge to see if they understood the teaching that went on. If not, then the goals have to be redefined (Echevarria, Vogt & Short 2008, pp 117)


 

           Due to adequate proficiency in language use, a teacher can assess the performance of the learners through mid-term and end of term exams.


 

Eighth grade class

                Students are less proficient in language use and will require teachers to teach at a much slower pace than the ones teaching the sixth graders. Individual background analysis of each student is important for the eighth graders since most of them are not well proficient in language use. This can be done through observing the level of class engagement of each student and their behaviors. Simple questions should be asked to the students which simplify reflect the Basic English vocabularies (Center for Applied Linguistics 2009).They should also be encouraged to participate in class discussions which can help a teacher to identify the various strengths and weakness of each student.


 

          The lesson delivered to the eighth graders should be at a much slower pace that the sixth graders. This can be done through the use of visual clues and presentation materials. (Peregoy, Boyle 2008, pp 449)Review and assessment of class performance should not only wait for end of year exam or end of term exam but should include daily formative assessments. Assessments of student performance would require evaluation and review to test student’s knowledge. This will enable a teacher to gauge whether the learners have mastered components taught in class. This can be done through observations and questions. This therefore enables a teacher to make modifications in the instruction plan.


 

It is therefore important to use the ISOP model in teaching ELLs for it is an effective tool in lesson planning. It makes students acquire English language at a pace that is comfortable for them. The model has generally helped students to improve their academic performance. Instructors are able to adequately plan for the best way of teaching English as a second language through this model. Teachers in middle schools have also been able to expand their instructional practice in the teaching of English as a second language hence assisting students in other fields of academics (SIOP Institute 2008).


 

Source/Reference

Echevarria, J., Vogt, M., & Short, D. J. (2008) making content comprehensible for

          English learners, third edition Pearson Education publishers, Boston, pp 117, 125,

            220

Peregoy, S., & Boyle, O. (2008) reading, writing, and learning in ESL: A resource book

         for K-12 teachers, fifth edition, Pearson Education publishers, Boston Inc. pp 449

The SIOP Institute (2008) complete structure plan for implementing SIOP. Retrieved

            from

           www.siopinstitute.net

            On 26 February 2010

Center for Applied Linguistics (2009) featured research and resources. Retrieved from   

             http://www.cal.org/

            On 26th February 2010


 

 
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