SIOP+Syllabus

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=Location= Universidad Autónoma de Aguascalientes =Time= Spring, 2016 =Instructor= Benjamin L. Stewart, PhD =Email= Wikispaces = = =Course Information=
 * Syllabus for SIOP PD for EFL/ESL Educators **

Materials

 * Echevarría, J., Vogt, M.E. & Short, D. (2009). Making Content Comprehensible for Elementary English Learners: The SIOP Model. Boston, MA: Allyn & Bacon. ISBN#: 0-205-63756-0
 * Vogt, M.E. & Echeverría, J. (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston, MA: Pearson Education. ISBN#: 0-205-52106-1.
 * Díaz, J. M. & Nadel, M. E. (2006). McGraw-Hill’s Spanish for Educators. New York, NY: McGraw-Hill. ISBN# 0-07-146490-5.

Supplementary Materials
= = =Course Description= This course is designed to provide professors of content courses the tools needed to teach in their respective areas in English. This course will be given at a B1 and higher level (TOEIC > 550) and will include methods, materials, techniques, and strategies that apply to curriculum, assessment, and instruction. Moreover, educators will gain understandings of what courses and what types of activities are more appropriate for English language learners at different levels. This insight will be helpful when professors work with their respective academies when determining 1) which courses within the curriculum are most appropriate to offer in English and 2) what content, product, and learning processes are most appropriate for a particular content class with the curriculum. = = =Course Objectives= Throughout the course, professors will develop understandings of the sheltered instruction observation protocol (SIOP model) and content and language integrated learning (CLIL) with regard to the planning, implementation, and assessment stages of a given class. These understandings will include practical scenarios that allow the educator to reflect and share best practices with colleagues. = = =Course Content=
 * Wikispaces and additional readings provided in class

Preparation (Unit I)

 * 1) Clearly defined content objectives
 * 2) Clearly defined language objectives
 * 3) Content concepts appropriate for age and educational background level of students
 * 4) Supplementary materials used to a high degree making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals).
 * 5) Adaptation of content (e.g., text, assignment) to all levels of student proficiency
 * 6) Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking

Instruction (Unit II)

 * 1) Building background
 * 2) Concepts explicitly linked to students’ background experiences
 * 3) Links explicitly made between past learning and new concepts
 * 4) Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
 * 5) Comprehensible input
 * 6) Speech appropriate for
 * 7) Students’ proficiency level (e.g., slower rate and enunciation, and simple sentence structure for beginners)
 * 8) Explanation of academic tasks clear
 * 9) Uses a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands- on activities, demonstrations, gestures, body language)
 * 10) Strategies
 * 11) Provides ample opportunities for students to use strategies
 * 12) Consistent use of scaffolding techniques throughout lesson, assisting and supporting student understanding, such as think- alouds
 * 13) Teacher uses a variety of question types, including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions)
 * 14) Interaction
 * 15) Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
 * 16) Grouping configurations support language and content objectives of the lesson
 * 17) Consistently provides sufficient wait time for student response
 * 18) Ample opportunities for students to clarify key concepts in L1
 * 19) Practice/application
 * 20) Provides hands-on materials and/or manipulatives for students to practice using new content knowledge
 * 21) Provides activities for students to apply content and language knowledge in the classroom
 * 22) Uses activities that integrate all language skills (i.e., reading, writing, listening, and speaking)Lesson delivery
 * 23) Lesson Delivery
 * 24) Content objectives clearly supported by lesson delivery
 * 25) Language objectives clearly supported by lesson delivery
 * 26) Student engaged approximately 90% to 100% of the period
 * 27) Pacing of the lesson appropriate to the students’ ability level

Assessment (Unit III)

 * 1) Comprehensive review of key vocabulary
 * 2) Comprehensive review of key content concepts
 * 3) Regularly provides feedback to students on their output (e.g., language, content, work)
 * 4) Conductsassessmentofstudent comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

CLIL and Understandings (Unit IV)

 * 1) CLIL principles: cognition, community, content, & communication
 * 2) Six facets of understanding: explanation, interpretation, application, perspective, empathy, self-knowledge
 * 3) Essential questions: Socratic Method and instructor´s role