You can edit almost every page by Creating an account. Otherwise, see the FAQ.

Sheltered Instruction Observation Protocol Model

From EverybodyWiki Bios & Wiki




Overview of the SIOP Model[edit]

The Sheltered Instruction Observation Protocol (SIOP) Model is an empirically-tested, research-based model of sheltered instruction that integrates content learning with language development. It is a framework for planning and delivering instruction in content areas such as science, language arts, history, and mathematics to second language learners (called “English learners” in the U.S.) as well as other students who need to strengthen their academic language and literacy skills. It is also for ESL (English as a second language) and ELD (English language development) teachers who incorporate content topics and classroom tasks into their language lessons (known as content-based ESL). The model is fully described in the main text, Making Content Comprehensible for English Learners: The SIOP Model[1]

SIOP classes are student-centered and welcoming where English learners have opportunities to use language in authentic ways, collaborating with peers around concepts and information, practicing and applying the material to meet the lesson’s objectives. SIOP provides teachers with a coherent approach for planning and delivering relevant, meaningful lessons that provide ample opportunities for students to interact with one around content concepts aligned to the Common Core and state standards. While doing so, students develop academic English skills across the four domains—reading, writing, listening, and speaking.

The SIOP Model is intended to be applicable at levels of education from pre-K through community college. The instructional features address the academic and linguistic needs of English learners and all students who are learning content through a second language.

Components of the SIOP Model[edit]

The SIOP Model consists of instructional features that cover eight aspects of lesson design: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice & Application, Lesson Delivery, and Review & Assessment.

Lesson Preparation[edit]

Each SIOP lesson has content and language objectives that are clearly defined, displayed, and orally reviewed with students. These objectives are linked to subject area standards and curricula, and the academic vocabulary and language that students need for success. For teachers, the goal is to help students gain important experience with key grade-level content and skills as they progress toward fluency in academic English. Students know what they are expected to learn and/or be able to do by the end of each lesson. As part of this component, teachers provide supplementary materials (e.g., visuals, multimedia, adapted or bilingual texts, and study guides) because grade-level material may be difficult for many second language learners to comprehend. Adaptations are provided through a number of ways, such as differentiated texts, supportive handouts, home language summaries, and audio selections such as those that may come with texts or are available online. Also, meaningful activities must be planned to provide access to the key concepts and provide opportunities for students to apply their content and language learning.

Building Background[edit]

In SIOP lessons, teachers help students connect new concepts with their personal and cultural experiences and past learning. Teachers sometimes build background knowledge because some immigrant language learners have not attended schools in the new country, or are unfamiliar with the cultural references in texts. At other times, teachers activate students’ prior knowledge to tap into what students already know, to identify misinformation, or to discover when it’s necessary to fill in gaps. The SIOP Model places emphasis on students building a broad vocabulary base, not only introducing new words but also giving students opportunities to practice using them. SIOP teachers increase attention to vocabulary instruction across the curriculum so students become effective readers, writers, speakers, and listeners.

Comprehensible Input[edit]

SIOP teachers realize that English learners acquire their new language differently from majority language speakers and their instruction includes a variety of SIOP techniques so students comprehend the lesson’s key concepts. The term comprehensible input was coined by Stephen Krashen (1979) and includes language accommodation techniques such as teacher talk that is appropriate to student proficiency levels; restatement; paraphrasing; repetition; written records of key points; and previews and reviews of important information. Additional techniques include gestures, pantomime, and movement to make concepts more clear; opportunities for students to engage in role-plays, improvisation, and simulations; visuals and supplementary materials, such as pictures, real objects, illustrations, charts, adapted texts, audiotapes, CDs or online resources (perhaps in the students’ home languages, if available); and hands-on, experiential, and discovery activities. Further, teachers explain the academic tasks and routines that they expect students to perform, orally and in writing, with demonstrations, modeling, and sample products as needed.

Strategies[edit]

This SIOP component addresses student learning strategies, teacher-scaffolded instruction, and higher-order thinking skills. Some students aren’t familiar with learning strategies (e.g., metacognitive, cognitive, language learning, and social-affective strategies) and benefit from learning how to use them flexibly and in combination. SIOP teachers frequently scaffold instruction (provide instructional or linguistic support, as needed) so second language students can be successful with academic tasks. As English learners master a skill or task, teachers remove supports that were provided, and add new ones for higher levels of application. The goal, of course, is the gradual increase of student independence, so that second language learners can work successfully on their own. SIOP teachers also ask English learners a range of questions, many of which require higher levels of thinking, thus going beyond questions that can be answered with a one- or two-word response. Instead, they ask questions, or create projects or tasks, that require students to think critically and apply their language skills in more extended ways. Students’ answers may contain few words but the goal is for those words to represent complex thinking.

Interaction[edit]

Students learn both conversational and academic language through interaction with one another and with their teachers. However, it is academic proficiency that is associated with school success. In SIOP classes, oral language practice helps students develop and deepen content knowledge, and it supports their second language listening, speaking, reading, and writing skills. In pairs and small groups, second language learners practice new language structures and vocabulary that they have learned, as well as important language functions, such as asking for clarification, confirming interpretations, elaborating on one’s own or another’s idea, citing evidence in the text to support claims, and evaluating opinions. Opportunities for oral language practice are especially important since oral language proficiency impacts all aspects of educational achievement.

Practice & Application[edit]

Practice and application of new material is important for all learners because it helps them master newly learned skills and deepen their understanding of new information. SIOP teachers ensure that lessons include a variety of activities that encourage students to apply both the content and language skills they are learning through hands-on materials, group assignments, partner work, projects, and so forth. For second language learners to learn the target language, it is imperative that every lesson provides opportunities for them to practice and apply content information, as well as literacy and language processes (i.e., reading, writing, listening, and speaking).

Lesson Delivery[edit]

Throughout SIOP lessons, tasks, activities and teaching practices must support the content and language objectives. SIOP teachers routinely refer to both objectives, so the students recognize they are making progress toward meeting them . SIOP teachers provide appropriate wait time so students can process concepts, but also make sure the pacing of the lesson is appropriate. Because the teachers plan meaningful activities that appeal to students, the classroom instruction fosters high motivation and engagement.

Review & Assessment[edit]

Teachers make time for review and assessment throughout a SIOP lesson. SIOP teachers check on student comprehension frequently to determine whether additional explanations or re-teaching is needed. By doing so, they can also provide feedback on correct and incorrect responses, a practice shown to benefit second language learners. Effective SIOP teachers also review key vocabulary and concepts with students throughout the lesson and as a final wrap-up they go over the content and language objectives. The assessment information gleaned throughout the instructional period is then used to plan subsequent lessons.

Development of the SIOP Model[edit]

From the late 1970s through the mid-1990s, the large numbers of immigrant students in the U.S. presented an increasing challenge to teachers in schools. These students were being placed in content area classes before they were proficient in academic English and the call for educational standards further ramped up the curriculum rigor. Most teachers were not prepared to make instruction understandable for these learners who were learning the new language and the content of multiple subject areas at the same time.

Research studies and teacher practice brought about a variety of teaching techniques for use with English learners. However, implementation of these recommended practices was uneven and had not been shown empirically to improve student achievement. As a way of providing a tested model of instruction for English learners, the SIOP Model was developed through a seven-year research study (1996–2003) funded by the U.S. Department of Education. Researchers from California State University Long Beach (Echevarria, co-PI) and the Center for Applied Linguistics (Short, co-PI) collaborated with middle school teachers in three metropolitan districts in the U.S. (east and west coasts) to build and test a model of sheltered instruction. An observation instrument for researchers to measure teachers’ implementation of sheltered instruction was developed first, resulting in the Sheltered Instruction Observation Protocol (SIOP). During the first four years of the study, the teachers field-tested variations of the model in their classrooms and the researchers monitored the effects. By 2000, SIOP had grown into a lesson planning and delivery approach known as the SIOP Model [2] and subsequent research studies validated its effectiveness (see next section). The SIOP Model continues to be used widely in U.S. schools and increasingly in other countries. With the call for increased rigor in American schools, there is even greater demand for teachers to be prepared to meet the needs of a growing diverse student population. The SIOP Model provides specific guidance to teachers for implementing instructional features shown to be effective with second language learners.

In other countries, the SIOP Model is used in settings where 1) the language of instruction differs from students’ home language, and 2) students are learning a new language through content teaching. In each of these settings, students benefit when teachers use a variety of proven instructional features for making the content understandable and also providing ample opportunity for practicing the target language.

The model has not changed since its original development [3] although the professional development for teachers has been broadened to include the following:

Teachers – training for content and language teachers explains the theory and research undergirding the eight components, demonstrates and provides practice in a wide range of student-centered instructional techniques that teachers can use in their classrooms, and guides them in SIOP lesson planning.

Administrators – training includes information about the SIOP Model, how to support teachers using the model, and how the SIOP can have a positive impact on teaching all students, especially second language learners and those with weak academic literacy skills.

Instructional Coaches – training helps to develop effective SIOP coaches who assist teachers in improving classroom instruction.

Inter-rater Reliability – administrators and coaches learn how to use the observation protocol to establish common benchmarks of effective classroom lessons and rate the quality of instruction and SIOP implementation.

Advanced SIOP Training for Teachers – training provides component enrichment through which educators deepen their understanding and implementation of the eight SIOP components.

Research Evidence for the SIOP Model[edit]

The SIOP is a research-validated lesson planning and instructional delivery model that reflects best practices from the research literature and has a growing research base from empirical studies conducted on the SIOP Model itself. Some of the research conducted thus far includes the following:

  • The observation protocol has a 5-point scale for each feature on the SIOP Model which measures its level of implementation. A study was conducted to establish the validity and reliability of the SIOP protocol and found the SIOP instrument to be a highly reliable and valid measure of sheltered instruction[4]
  • A professional development process was developed including training materials and videotapes, and it was shown to be effective in improving teachers’ practice as they work with English learners[5]
  • When the features of the SIOP Model are implemented to a high degree, the achievement of English learners improves[6]
  • The features of the SIOP Model provide the language accommodations that English learners need to improve literacy skills. When teachers applied the features effectively, student reading scores in English improved[7]
  • Students in middle and high school classes (mathematics, science, social studies, language arts, ESL, health, and computer) with SIOP-trained teachers outperformed comparison students (those without trained teachers) on the IDEA Language Proficiency Tests (IPT) to levels of statistical significance in their average mean scores for oral language, writing, and total proficiency, indicating that the SIOP Model had a positive impact on the development of English language proficiency[8]

These and other ongoing studies show that the SIOP Model is a scientifically validated way for teachers to provide effective instruction to second language learners (referred to as English learners in the research studies). These students and others learn content and academic language at an accelerated pace when the features of the SIOP are part of everyday teaching.

In addition, there are multiple schools and districts that report increased student performance when teachers implement the SIOP Model[9]

SIOP Model Programs and Contexts[edit]

SIOP has multiple applications such as a guide for effective lesson planning and delivery, a teacher self-reflection tool, and an instrument for observation of lessons by peers, school administrators or university supervisors. SIOP is used in classrooms of all grade levels and across all content areas. Besides being used in ESL/ELD programs and regular classrooms that include English learners, the SIOP Model is used in dual language programs, newcomer programs, programs in which majority-language speaking students are learning content through a minority language, and English as a foreign language programs with students who are learning English for academic or specific purposes (EAP/ESP).

SIOP is useful for:

  • preservice candidates preparing to be teachers of second or multiple language learners,
  • practicing English as a second language (ESL), English language development (ELD), dual language, and bilingual teachers who provide content-based ESL/ELD and teach content in a new language,
  • practicing elementary classroom and secondary subject area teachers who want to provide more effective instruction to students learning English and content at the same time.

Although the SIOP Model has eight components, it is not a step-by-step approach. Rather, it is an integrated framework for lesson planning and teaching that ensures that critical features of instruction in combination are present in every lesson. Furthermore, it allows for natural variation in teaching styles and lesson delivery because the SIOP Model is curriculum- and materials-neutral. It has been successfully adapted for use in a variety of settings and cultural contexts worldwide.

SIOP Resources[edit]

Core SIOP Texts:[edit]

Echevarria, J., Short, D. & Peterson, C. (2012). Using the SIOP Model with Pre-K and Kindergarten English Learners. Boston: Pearson. Echevarria, J., Vogt, M.E. & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP® Model, Fifth Edition. Boston: Pearson. Echevarria, J., Vogt, M.E. & Short, D. (2018a). Making Content Comprehensible for Elementary English Learners: The SIOP® Model. Third Edition. Boston: Pearson. Echevarria, J., Vogt, M.E. & Short, D. (2018b). Making Content Comprehensible for Secondary English Learners: The SIOP® Model. Third Edition. Boston: Pearson.

Additional SIOP Texts:[edit]

Echevarria, J., Richards-Tutor, C., & Vogt, M.E. (2014). Response to Intervention and English Learners: Using the SIOP Model. Boston: Pearson. Echevarria, J. Short, D. & Vogt, M. (2008). Implementing the SIOP® Model through Effective Professional Development and Coaching. Boston: Pearson. Echevarria, J., Vogt, M.E., & Short, D. (2010). The SIOP Model for Teaching Mathematics to English Learners. Boston: Pearson. Short, D., & Echevarria, J. (2016). Developing Academic Language with the SIOP Model. Boston: Pearson. Short, D., Echevarria, J. & Vogt, M. (2017). The SIOP Model for Administrators. Second edition. Boston: Pearson Short, D., Vogt, M.E., & Echevarria, J. (2011). The SIOP Model for Teaching Science to English Learners. Boston: Pearson. Short, D., Vogt, M.E., & Echevarria, J. (2011). The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson. Vogt, M.E., & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston: Pearson. Vogt, M.E., Echevarria, J., & Short, D. (2010). The SIOP Model for Teaching English-Language Arts to English Learners. Boston: Pearson. Vogt, M.E., Echevarria, J. & Washam, M. (2015). 99 MORE Ideas and Activities for Teaching English Learners with the SIOP Model. Boston: Pearson.

Teaching English Learners with Learning Challenges:[edit]

Echevarria, J. & Graves, A. (2014). Sheltered Content Instruction: Teaching English Learners with Diverse Abilities, Fifth Edition. Boston: Pearson. Echevarria, J., Richards-Tutor, C. & Vogt, M.E. (2014). RTI and English learners: Using the SIOP Model. Boston: Pearson.

For Further Reading [10]

References[edit]

  1. (Echevarria, Vogt, & Short, 2000; 2004; 2008; 2013; 2017).
  2. (Echevarria, Vogt & Short, 2000)
  3. (cf. Echevarria, Vogt & Short, 2017; 2018a; 2018b)
  4. (Guarino, et al., 2001).
  5. (Batt, 2010; Friend, Most, & McCrary, 2009; Honigsfeld & Cohan, 2008; McIntyre et al., 2010; Smolen, et al., 2015, and Song 2016).
  6. (Echevarria, Richards-Tutor, Canges, & Francis, 2011; Echevarria, Richards, Chinn & Ratleff, 2011; Echevarria, Short, & Powers, 2006).
  7. (McIntyre, Kyle, et al., 2010).
  8. (Short, Fidelman, & Louguit, 2012).
  9. (Echevarria, 2012; Li, Steele, Slater, Bacon, Miller, 2016; Merritt, Palacios, Banse, Rimm-Kaufman, & Leis, 2016; Suweken, Waluyo, & Okassandiari, 2017; Vidot, 2011).
  10. Batt, E. (2010). Cognitive coaching: A critical phase in professional development to implement sheltered instruction. Teaching and Teacher Education 26, 997-1005. Echevarria, J. (2012). Effective practices for increasing the achievement of English learners. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/ Echevarria, J., Richards-Tutor, C., Canges, R., & Francis, D. (2011). Using the SIOP Model to promote the acquisition of language and science concepts with English learners. Bilingual Research Journal, 34 (3), 334-351. Echevarria, J., Richards-Tutor, C., Chinn, V., & Ratleff, P. (2011). Did they get it? The role of fidelity in teaching English learners. Journal of Adolescent and Adult Literacy, 54 (6) 425-434. Echevarria , J., & Short, D. (2010). Programs and practices for effective sheltered content instruction. In California Department of Education (Ed.). Improving education for English learners: Research-based approaches. (p. 250-321). Sacramento, CA: CDE Press. Echevarria, J., & Short, D. (2011). The SIOP® Model: A professional development framework for comprehensive schoolwide intervention. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/professional-development-framework.html Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research, 99(4), 195-210. Echevarria, J., & Vogt, ME. (2010). Using the SIOP Model to improve literacy for English learners. New England Reading Association Journal, 46 (1), 8-15. Friend, J., Most, R., & McCrary, K. (2009). The impact of a professional development program to improve urban middle-level English language learner achievement. Middle Grades Research Journal, 4(1), 53–75. Guarino, A.J., Echevarria, J., Short, D., Schick, J.E., Forbes, S., & Rueda, R. (2001). The Sheltered Instruction Observation Protocol. Journal of Research in Education, 11(1), 138–140. Himmel, J., Short, D.J., Richards, C., & Echevarria, J. (2009). Using the SIOP Model to improve middle school science instruction. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/siopscience.htm Honigsfeld, A., & Cohan, A. (2008). The power of two: Lesson study and SIOP help teachers instruct ELLs. Journal of Staff Development, 29(1), 24-28. Krashen, S. (1979), 'The Monitor Model for second language acquisition,' in R. Gingras (ed.) Second Language Acquisition and Foreign Language Teaching, CAL. Li, J., Steele, J., Slater, R., Bacon, M., Miller, T. (2016). Teaching practices and language use in two-way dual language immersion programs in a large public school district. International Multilingual Research Journal, 10 (1). 31-43. Kareva, V. & Echevarria, J. (2013). Using the SIOP Model for effective content teaching with second and foreign language learners. Journal of Education and Training Studies, 1 (2), 239-248. McIntyre, E., Kyle, D., Chen, C., Muñoz, M. & Beldon, S. (2010). Teacher learning and ELL reading achievement in sheltered instruction classrooms: Linking professional development to student development, Literacy Research and Instruction, 49(4), 334-351. O’Neal, D., Ringler, M. C., & Lys, D. B. (2009). Skeptics to partners: University teams with district to improve ELL instruction. Journal of Staff Development, 30(4), 52–55. Short, D. (2013). Training and sustaining effective teachers of sheltered instruction. Theory Into Practice, 52(2), 118-127. Short, D., Cloud, N., Morris, P., & Motta, J. (2012). Cross-district collaboration: Curriculum and professional development. TESOL Journal, 3(3), 402-424. Short, D., & Echevarria, J. (2004). Teacher skills to support English language learners. Educational Leadership, 62(4), 9–13. Short, D., Echevarria, J., & Richards-Tutor, C. (2011). Research on academic literacy development in sheltered instruction classrooms. Language Teaching Research, 15(3), 363-380. Short, D., Fidelman, C., & Louguit, M. (2012). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly, 46(2), 333-360. Short, D. & Himmel, J. (2013). Moving research on Sheltered Instruction into curriculum and professional development practice. Paper delivered at AERA, San Francisco, CA. Song, K. (2016, February). Systematic professional development training and its impact on teachers’ attitudes toward ELLs: SIOP and guided coaching. TESOL Journal. Retrieved: http://onlinelibrary.wiley.com/doi/10.1002/tesj.240/full Suweken, G., Waluyo, D., & Okassandiari, N. L. (2017). The improvement of students’ conceptual understanding and students’ academic language of mathematics through the implementation of SIOP Model. International Research Journal of Management, IT & Social Sciences, 4 (4), 51-60. Vidot, J. L. (2011). The efficacy of sheltered instruction observation protocol (SIOP) in mathematics instruction on English language learners. (Doctoral dissertation) Available from http://scholarworks.waldenu.edu/dissertations/943/ Vogt, M.E. (2014). Reaching linguistically diverse students. In S. B.Wepner, D. S. Strickland, & D. Quatroche (Eds.), The administration and supervision of reading programs, 5th ed. New York, NY: Teachers College Press. Vogt, ME. (2012). English learners: Developing their literate lives. In R. M. Bean & A. S. Dagen (Eds.), Best practice of literacy leaders: Keys to school improvement (pp. 248-260). New York: The Guilford Press. Vogt, M.E. & Echevarria J. (2015) Reaching English Learners: Aligning the ELA/ELD Framework with SIOP. The California Reader, 49 (1) 33. Watkins, N. M., & Lindahl, K. M. (2010). Targeting content area literacy instruction to meet the needs of adolescent English language learners. Middle School Journal, 41(3), 23–32. Whittier, L. E., & Robinson, M. (2007). Teaching evolution to non-English proficient students by using Lego Robotics. American Secondary Education, 35(3), 19–28.

SIOP Model: Sheltered Instruction Observation Protocol[edit]


This article "Sheltered Instruction Observation Protocol Model" is from Wikipedia. The list of its authors can be seen in its historical and/or the page Edithistory:Sheltered Instruction Observation Protocol Model. Articles copied from Draft Namespace on Wikipedia could be seen on the Draft Namespace of Wikipedia and not main one.