Component 5, Interaction is my favorite component of SIOP. This is the aspect of SIOP teaching which is the most exciting! The 4 features in this component are:
Feature 16) frequent opportunities for interaction and discussion.
Feature 17) grouping and configurations support language and content objectives of the lesson.
Feature 18) sufficient wait time for student responses consistently provided.
Feature 19) Opportunity for students to clarify key concepts in L1.
Many ESL programs focus on Krashen’s ideas about Comprehensible Input, he wrote about in his book, Input Hypothesis (1985). But now many second language teachers are realizing there has been a lack of emphasis on output. Linguists and other language acquisition researchers have found many limitations with Krashen´s comprehensible input theory and are conducting more research on student "output" which is the focus of this chapter 6, in Making Meaning Comprehensible.
The beginning of chapter 6 compares the traditional "mainstream" classroom where teacher talk dominates and the classroom that promotes student interaction.
• Why do you think this is? Why is it especially important for ELLs to be involved in more interactive opportunities throughout the day?
• Notice the student responses on pages 116 to 118. What is the length of the student responses? What is the difference between the mainstream lesson and the SIOP model? What would you have done differently?
Feature 16 talks about “frequent opportunities for interaction and discussion,” and begins with a discussion on Oral language Development on page 119.
• What is your understanding on oral language development?
• What new things did you learn in this section that can help you with your students?
• What techniques do you use to get students to elaborate on their responses, if they provide answers that are too short (p. 120)
• On page 121, it says, “Through meaningful interaction, students can practice speaking and making themselves understood,” and explains that students can interact in pair, triads, and small groups. Brainstorm activities that you can do in your classroom that would promote student interaction.
Feature 18 talks about sufficient wait time for student responses consistently provided. Do you notice some of your students need more wait time than others.
In Western Alaska, Feature 19, Opportunity for students to clarify key concepts in L1, is very important. In one lesson, I asked Maxine to give an explanation in Yup’ik. Since the topic was on traditional storytelling, I wanted her to explain it in Yup’ik as well. What are some ways that students can clarify concepts in their home language? Do you know which students speak Yup’ik in the home?
What are some of the things you learned from the teaching scenarios, which begin on page 129?
I hope you all enjoy reading and discussing this chapter!
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Chapter 6
ReplyDeletePaula
My wise mentor told me at one time: “Do NOT lecture, Do NOT lecture, Do NOT lecture!” She said to never talk more than 5 to 10 sentences at a time, then have the students actively participating. She said most students can’t focus on a lecture more than just a few minutes. There aren’t very many people who learn best by listening. Most people have to repeat the material over and over (oral learners), or write or do projects (kinesthetic learners), in order to retain information.
Many students also need to move around, so it is important to provide some active time in a lesson. Using a variety of grouping configurations helps provide active time.
Wait time is hard for new teachers to learn to use effectively, but if a teacher wants students to express their thoughts, the students must have enough time to process the questions and formulate their answers.
This takes more time for EL students.