the siop model supports various content areas students are engaged through the use of manipulative...

The SIOP Model Supports Various Content Areas

Students are engaged through the use of manipulative and hands on learningstyles

11/29/2012Mona Kansoh SDAIE UC BERKELEY Fall 2012

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http://www.musicinhealth.com/

http://www.damiancooperassessment.com/talk.html

http://www.usc.edu/dept/education/CMMR/SDAIE/SDAIE_Genzuk.pdf

Chapter 9Review and Assessment

Presentation ObjectiveWarm-Up Activity Think Pair SharePresentation OutlineUseful LinksSummary of Mr. Damian Cooper’s keynote

address at NESA Spring Educator Conference, Bangkok, March 2010


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Objectives of this presentation

Clarify why SIOP model helps English Learners and Special Needs students meet both language and content objectives of the curriculum and be successful.

Special Needs students include ADD and ADHD students who need special attention in class as well.

How many of you recognize ADD and ADHD students in your classrooms? Think how you can help them by using the SIOP model?


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THINK OF THREE FORMATIVE ASSESSMENT TOOLS YOU USE IN YOUR

CLASSROOM AND WRITE THEM DOWN IN THE NEXT MINUTE

THINK


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DISCUSS WITH YOUR PEER ASSESSMENT TOOLS FOR THE NEXT TWO MINUTES. JOT

DOWN A FEW

PAIR


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SHARE WITH THE REST OF THE CLASS YOUR ASSESSMENT TOOLS IN THE NEXT 5

MINUTES BY WRITING THEM ON THE BOARD

SHARE


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Difference between Evaluation and Assessment

Assessment is defined as the gathering and synthesizing of information concerning students’ learning. Assessment could be informal and formal

Evaluation is defined as making judgments about students’ learning


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Assessment Tools

FormativeInformalAuthenticMultidimensionalMultiple IndicatorsSummative (Formal)Standardized TestsRubrics Assessment

Could be Formative or Summative


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Chapter 9 Outline

Background Classroom Context and the Review and

Assessment Component Comprehensive Review of Key Vocabulary Comprehensive Review of Key Content

Concepts Regular Feedback Provided to Students on

Their Output Assessment of Student Comprehension and

Learning of All Lesson Objectives throughout the Lesson


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Chapter 9 Outline (Cont’d)

Teaching Ideas for Review & AssessmentDifferentiating Ideas for Multi-Level ClassesDiscussion of Lesson and Teaching ScenariosSummaryDiscussion Questionshttp://www.youtube.com/watch?v=sXkCZcPG

xwE


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http://www.youtube.com/watch?v=sXkCZcPGxwE

http://www.youtube.com/watch?v=sXkCZcPGxwE

Background

In order to achieve classroom context that would achieveLanguage development. Some aspects which were used in theSIOP model are:

Lesson-based content and language objectives Links between a lesson and the student’s background knowledge Instructional methods and material used for vocabulary and

content concepts Modify curriculum Differentiate instruction Patterns to provide interaction between the teacher and the

students Allow pacing time in order for the students to absorb the content

and comprehend Use scaffolding techniques Very important to tailor lessons which will engage students11/29/2012Mona Kansoh SDAIE UC BERKELEY Fall 2012

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SIOP MODEL ObjectivesVS ESL Objectives

Content Objectives

Language Objectives


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OBJECTIVES

Contents ObjectivesAnalyze the context of the classroom so that we can

provide more appropriate instruction for the EL studentsIdentify challenges in assessmentDetermine opportunities to review and assess key

vocabulary and content words in our lesson plansLanguage ObjectivesProvide effective academic oral and written feedback

during lessonCompare and contrast characteristics of formal and

informal assessmentsExplain the meaning of the different assessments


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Classroom Context

We need to review and assess if there is a match between the student and what the classroom framework calls for. This is an informal measure such as observation by the teacher in addition to the formal measures such as quizzes and tests

If there is a mismatch, we need to know if it is due to first language or educational history. We can have interviews with parents or ask the office

In addition, find out how we can make a better match by checking the student’s ability in core subjects like reading, math, does he/she understand tasks instructions

Finally, how can you tell if the changes made in instruction will achieve a closer match by using formative and summative assessments

Both assessments will provide the teacher with necessary information to whether continue or reteach


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Informal Assessment

Do you know what it pertains to? Use the green color for yes and red for

no

Graded? Not graded?


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Some Informal Assessment and Teaching Ideas

The following techniques will help the teacher assess the degree each student meets the content and language objectives. For example: The teacher may ask students to write on individual white boards their answer and show together or use clickers to answer multiple given answers, or with less technology costs, erasable writing boards, thumbs up/thumbs down, two edge colored popsicle stick for yes or no, raise a color coded construction paper square, bingo, jeopardy, etc) 11/29/2012Mona Kansoh SDAIE UC BERKELEY Fall 2012

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Informal Assessment Think of examples in your own classroom, jot them down

Informal could be on the spot observations, anecdotal notes, feedback conversations in class, brainstorming, etc

Authentic which applies to real life such as? Multidimentional is part of authentic which could

include written pieces, audiotapes, interviews videotapes, observations, creative work and art, discussion, performance, debates, etc (use more than one assessment for the same subject)

Multiple indicators these are tools that will let the teacher assess the student’s proficiency in both language and content. Think of examples to satisfy both?


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Formal Assessment

These could be formative to start a baseline or summative to determine the progress the student has made. This could be standardized tests . An example used in our school is: IOWA and MAP testing.

For English learners this could be a disadvantage because it assumes that the test taker is proficient in English

FOR SIOP teachers, we can train the students by modeling, and providing practice with the general academic words (cross-curricular/process/function words)


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Differentiating Ideas for Multi-Level Classes

What would you do with students who have different background in order to be able to accurately assess and give grades to English Learners?


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Differentiating Ideas for Multi-Level Classes (Cnt’d)

Range (adapt number of items expected to be completed and percentage of the correct answers)

Time (provide more time for completing the task)

Level of Support (such as reading a word to the student in Science test not English)

Difficulty Product (More flexibility with EL in writing an

essay for example, let them use other means) Participation (encouraging self assessment,

etc) Role (such as recorder or time keeper) 11/29/2012Mona Kansoh SDAIE UC BERKELEY Fall 2012

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Solutions for Multi Level Class Assessment

We need to adapt our assessment such as consider the following:

Number of items expected to be completed and percentage of correct answers

Time to complete a taskLevel of Support (a peer assistant, a

parent volunteer, or a teacher aid) Difficulty such as allowing the use of

calculator, dictionary or simplified instructions


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Solutions (Cont’d)

Product by allowing using a drawing, hands-on demonstration, a verbal response or even translated response

Participation encourage them to be involved in their own assessment, create rubrics, cooperative group self-assessment

Role start by giving them a role such as record or time keeper until they gain language proficiency they should be encouraged to take a role which requires reading and writing


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Comprehensive Review of Key point

Examples to be used to emphasize key words rather than having the students repeat the words in order to memorize or using metaphor, similes, etc

Use Analogies by relating the new word to word which has the same root example photo, photosynthesis, photography, etc

Words could have multiple meanings like product in math or merchandise/tissue for body tissue or kleenex

Use synonyms or antonyms such as using Frayer model graph (this could be a very good tool for ADD and ADHD students who are visual learners)

Draw their attention on how words could be inappropriate in different cultures


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Comprehensive Review of Key point (Cont’d)

Expose the students to different uses of the word to build familiarity

Final review by using interactive whiteboard, have the students write those words on exiting cards

The same applies to Key Content and have the students interactively review these words by completing sentences on the whiteboard or chart papers. They can summarize with partners or write a journal

This review will help teacher assess the EL’s and see if they need additional teaching


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Regular Feedback Provided to Students on their Output

Supports and validates by encouraging the students to interact

Is specific and academically oriented not enough to say good job, they need to get actual and specific feedback

Focuses on both content and language which will continue with them even after they exit ESL

Includes modeling by repeating a sentence said by the student correctly and gently

Includes paraphrasing Includes facial expressions and body language Can be provided by students to each other


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Assessment of Student Comprehension and Learning of all Lesson Objectives throughout the Lesson

In the SIOP model, teachers assess the students whenever they have opportunity such as at the beginning of the lesson to check their background, during the lesson with informal assessments, and at the end when they are assessed if they met the content and language objectives


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Teaching Ideas for Review & Assessment

Example of this is to identify the difference in the meaning of a word by using its root and adding words similar or difference in meaning of two words which sound and are written the same such as tissue, product

Ask them to use graphic organizers to summarize their understanding

Use focal questions and prompt the students to use the key words in sentences

Correct responses gently while observing informallyConclude the lesson by asking students to review with

partners and the class as a whole steps of the specific content and assess if they achieved both content and language objectives


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Teaching Ideas for Review & Assessment (Ctn’d)

Handheld Devices (such as clickers) Teachability (chat rooms) Vocabulary Journal (such as columns defining the

word, its content, and where it was found) Non-Print Review (visual) Games (such as jeopardy, bingo, etc) Rubrics Thumbs Up/Thumbs Down Number Wheels Response Boards Numbers 3,2,1 for Self-Assessment Stock Market


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Conclusion

Think of how you can use SIOP model in your own classrooms to assess the students learning and if you need to reteach

Use the key vocabulary words we’ve used for assessment and relate them to your own assessments

Have them create portfolios and review their progress throughout the year/years

Use music and aroma relevant to your instructionConsider attention span for different age studentsWhat would you do if some of your students are

ready to move on and some need re-teaching. Should you consider helping them after school ?


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Useful Links

[email protected] The difference between boys and girls in

Learning Strategies for Teaching Boys and Girls

Elementary and Secondary Studentshttp://gurianinstitute.com/professional-deve

lopment/online-courses/ E:\Nesa Docs\Resources for mini

presentation\Music and Learning by Chris Boyd Brewer.mht

http://musicandlearning.com/http://www.musicinhealth.com/ 11/29/2012Mona Kansoh SDAIE UC BERKELEY Fall 2012

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mailto:[email protected]

http://gurianinstitute.com/professional-development/online-courses/

http://gurianinstitute.com/professional-development/online-courses/

http://musicandlearning.com/

http://www.musicinhealth.com/

Useful Links (Con’d)


Genzuk, M. (2011). Specially Designed Academic Instruction in English (SDAIE) for Language Minority Students

EducationTeaching English as a Foreign Language www.americed.org


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http://en.wikipedia.org/wiki/Education

http://en.wikipedia.org/wiki/Teaching_English_as_a_Foreign_Language

http://www.americed.org/

Useful Links (Cont’d)

Dr. Marcia Tate: Worksheets Don’t Grow Dendrites, Shouting Don’t Grow Dendrites, and more. She offers great instructional strategies and ways for the brain to think and remember such as music, aroma, and colors. You can find her on youtube and her books are available at www.amazon.com http://www.youtube.com/watch?v=9xswIR1bwiE

http://www.monakansoh.com/educational-articlesnews.html


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http://www.amazon.com/

http://www.youtube.com/watch?v=9xswIR1bwiE

http://www.youtube.com/watch?v=9xswIR1bwiE



Keynote by Damian Cooper NESA SEC, Bangkok 2010


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The following clips of Mr. Cooper’s Keynote represent assessment tools

used to learners in general Compare with SIOP Model

emphasizing on both English and Content Objectives

If the new goal of education is success for all, then we have no choice but to

Differentiate Instruction & Assessment

InstructionStudents bring

different knowledge & experience to school

Students learn at different rates

Students learn in different ways

AssessmentNot all students

are able to demonstrate their learning in the same way

Not all students respond the same way to test pressure

Some students need more scaffolding than others


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The Big Ideas of Classroom Assessment


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1. Assessment serves different purposes at different times: it may be used to find out what students already know and can do; it may be used to help students improve their learning; or it may be used to let students, and their parents, know how much they have learned within a prescribed period of time.

2. Assessment must be planned and purposeful.

3. Assessment must be balanced, including oral and performance as well as written tasks, and be flexible in order to improve learning for all students.



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4. Assessment and instruction are inseparable because effective assessment informs learning.

5. For assessment to be helpful to students, it must inform them in words, not numerical scores or letter grades, what they have done well, what they have done poorly, and what they need to do next in order to improve.

6. Assessment is a collaborative process that is most effective when it involves self, peer, and teacher assessment.



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7. Performance standards are an essential component of effective assessment.

8. Grading and reporting student achievement is a caring, sensitive process that requires teachers’ professional judgement.

Plan Backward from What’s Essential…


38Worth being

familiar with

Important to know and do

Enduring understandings

Adapted from Wiggins and McTighe,

Understanding by Design

Assessment TypesTraditional quizzes & tests

-paper/pencil

Performance Tasks & Projects

-open-ended

-complex

-authentic

Oral Assessments

-conferences

-interviews

-oral questionning

Content standards: learning outcomes

Performance standards: rubrics/checklists

Student products & performances

Assessment conditions

Must be within student’s “ZPD”

Keep consistent for all students

May be adapted to be within student’s “ZPD”

Differentiating Assessment


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Grade level at which student is working

Achievement level at which student is performing

Degree of support provided

Learning outcomes(incl. IEP ref. if

applicable)

Rubric levels

Anecdotal comments

Reporting to Parents


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When the classroom culture focuses on rewards, gold stars, grades, or class ranking, then (students) look for ways to obtain the best marks rather than to improve their learning. One reported consequence is that, when they have any choice, (students) avoid difficult tasks. They also spend time and energy looking for clues to the “right answer”. “Inside the Black Box”, Black & Wiliam, 1998

11/29/2012Mona Kansoh SDAIE UC BERKELEY Fall 2012 41


“…assessment which is explicitly designed to promote learning is the single most powerful tool we have for both raising standards

and empowering lifelong learners.”

Assessment for Learning: Beyond the Black Box, 1999, University of Cambridge School of Education

Sample Rubric

Keynote by Damian Cooper


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Communicating with Parents…

When describing achievement, reference appropriate standards: NOT other students NOT siblings Provincial achievement standards

Avoid all labelling of students: there are NO “A” students or “Level 4” students, only “A” performances and “Level 4” performances.


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Commitment to Action

Spend a few moments reflecting on the 8 Big Ideas of Assessment ….

What was your most significant learning?What specific actions do you plan to take immediately

and/or between now and June 2011?What results would you like to see from these actions?How will you assess the effectiveness of these actions?


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Suggested Reading

1. Black, Paul and Wiliam, Dylan. “Inside the Black Box: Raising Standards Through Classroom Assessment”, Phi Delta Kappan, October, 1998 A seminal article on the value of formative assessment that summarizes effective assessment practices as described in 250 studies in the UK, the US, Australia, Switzerland, Hong Kong and Africa.

2. Cooper, Damian. Talk About Assessment: Strategies and Tools to Improve Teaching and Learning, Nelson Education, 2007.

3. Cooper, Damian. Talk About Assessment: High School Strategies and Tools,

Nelson Education, 2010 4. Davies, Anne. Making Classroom Assessment Work, Connections Publishing,

2000 A short and very useful overview of the basics of assessment in today’s classrooms, with particular relevance to elementary schools.

5. Marzano, Robert J. Transforming Classroom Grading, ASCD, 2000

An excellent examination of past and present trends in classroom grading practice.

6. O’Connor, Ken. How to Grade for Learning 3rd. Edition, Skylight, 2009

A solid treatment of the grading dilemmas that arise in intermediate and senior grades.

7. Stiggins. Richard. Classroom Assessment for Student Learning, Assessment

Training Institute, 2004. An in-depth “textbook” for students of assessment, organized according to principles of assessment, assessment methods, and communication.

8. Wiggins, Grant. Educative Assessment, Jossey Bass, 1998

A comprehensive publication from a true expert in the field, this work provides all the background to Wiggins” approach to classroom assessment.

9. Wiggins, Grant and McTighe, Jay. Understanding By Design, ASCD, 1998

A concise and very readable guide to designing program from an assessment point of view.


Suggested Readings by Mr. Cooper

HTTP://WWW.MONAKANSOH.COM/EDUCATIONAL-ARTICLESNEWS.HTML

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