The SIOP Model Supports Various Content Areas

1. The SIOP Model Supports Various Content Areas Students are engaged through the use of manipulative and hands on learning styles Mona Kansoh SDAIE UC BERKELEY Fall 2012

2. Chapter 9Review and Assessment • Presentation Objective • Warm-Up Activity • Think • Pair • Share • Presentation Outline • Useful Links • Summary of Mr. Damian Cooper’s keynote address at NESA Spring Educator Conference, Bangkok, March 2010 Mona Kansoh SDAIE UC BERKELEY Fall 2012

3. 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? Mona Kansoh SDAIE UC BERKELEY Fall 2012

4. THINK Think of three formative assessment tools you use in your classroom and write them down in the next minute Mona Kansoh SDAIE UC BERKELEY Fall 2012

5. PAIR Discuss with your peer assessment tools for the next two minutes. Jot down a few Mona Kansoh SDAIE UC BERKELEY Fall 2012

6. SHARE Share with the rest of the class your assessment tools in the next 5 minutes by writing them on the board Mona Kansoh SDAIE UC BERKELEY Fall 2012

7. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

8. Assessment Tools Formative • Informal • Authentic • Multidimensional • Multiple Indicators Summative (Formal) • Standardized Tests • Rubrics AssessmentCould be Formative or Summative Mona Kansoh SDAIE UC BERKELEY Fall 2012

9. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

10. Chapter 9 Outline (Cont’d) • Teaching Ideas for Review & Assessment • Differentiating Ideas for Multi-Level Classes • Discussion of Lesson and Teaching Scenarios • Summary • Discussion Questions • http://www.youtube.com/watch?v=sXkCZcPGxwE Mona Kansoh SDAIE UC BERKELEY Fall 2012

11. Background In order to achieve classroom context that would achieve Language development. Some aspects which were used in the SIOP 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 students Mona Kansoh SDAIE UC BERKELEY Fall 2012

12. SIOP MODEL ObjectivesVS ESL Objectives • Content Objectives • Language Objectives Mona Kansoh SDAIE UC BERKELEY Fall 2012

13. OBJECTIVES Contents Objectives • Analyze the context of the classroom so that we can provide more appropriate instruction for the EL students • Identify challenges in assessment • Determine opportunities to review and assess key vocabulary and content words in our lesson plans Language Objectives • Provide effective academic oral and written feedback during lesson • Compare and contrast characteristics of formal and informal assessments • Explain the meaning of the different assessments Mona Kansoh SDAIE UC BERKELEY Fall 2012

14. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

15. Informal Assessment • Do you know what it pertains to? • Use the green color for yes and red for no • Graded? • Not graded? Mona Kansoh SDAIE UC BERKELEY Fall 2012

16. 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) Mona Kansoh SDAIE UC BERKELEY Fall 2012

17. 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? Mona Kansoh SDAIE UC BERKELEY Fall 2012

18. 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) Mona Kansoh SDAIE UC BERKELEY Fall 2012

19. 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? Mona Kansoh SDAIE UC BERKELEY Fall 2012

20. 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) Mona Kansoh SDAIE UC BERKELEY Fall 2012

21. 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 task • Level of Support (a peer assistant, a parent volunteer, or a teacher aid) • Difficulty such as allowing the use of calculator, dictionary or simplified instructions Mona Kansoh SDAIE UC BERKELEY Fall 2012

22. Solutions (Cont’d) • Product by allowing using a drawing, hands-on demonstration, a verbal response or even translated response • Participationencourage 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

23. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

24. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

25. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

26. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

27. 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 informally • Conclude 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

28. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

29. 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 instruction • Consider attention span for different age students • What 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 ? Mona Kansoh SDAIE UC BERKELEY Fall 2012

30. Useful Links • kelley@gurianinstitute.com The difference between boys and girls in Learning Strategies for Teaching Boys and Girls Elementary and Secondary Students • http://gurianinstitute.com/professional-development/online-courses/ E:\Nesa Docs\Resources for mini presentation\Music and Learning by Chris Boyd Brewer.mht • http://musicandlearning.com/http://www.musicinhealth.com/ Mona Kansoh SDAIE UC BERKELEY Fall 2012

31. Useful Links (Con’d) • http://www.damiancooperassessment.com/talk.html • Genzuk, M. (2011). Specially Designed Academic Instruction in English (SDAIE) for Language Minority Students • Education • Teaching English as a Foreign Language • www.americed.org Mona Kansoh SDAIE UC BERKELEY Fall 2012

32. 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.comhttp://www.youtube.com/watch?v=9xswIR1bwiE • http://www.monakansoh.com/educational-articlesnews.html Mona Kansoh SDAIE UC BERKELEY Fall 2012

33. Keynote by Damian Cooper NESA SEC, Bangkok 2010 • 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

34. If the new goal of education is success for all, then we have no choice but toDifferentiate Instruction & Assessment Instruction • Students bring different knowledge & experience to school • Students learn at different rates • Students learn in different ways Assessment • Not 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

35. The Big Ideas of Classroom Assessment • 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. • Assessment must be planned and purposeful. • Assessment must be balanced, including oral and performance as well as written tasks, and be flexible in order to improve learning for all students. Mona Kansoh SDAIE UC BERKELEY Fall 2012

36. The Big Ideas of Classroom Assessment 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. Mona Kansoh SDAIE UC BERKELEY Fall 2012

37. The Big Ideas of Classroom Assessment • 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. Mona Kansoh SDAIE UC BERKELEY Fall 2012

38. Plan Backward from What’s Essential… Worth being familiar with Assessment Types Traditional quizzes & tests -paper/pencil Performance Tasks & Projects -open-ended -complex -authentic Oral Assessments -conferences -interviews -oral questionning Important to know and do Enduring understandings Adapted from Wiggins and McTighe, Understanding by Design Mona Kansoh SDAIE UC BERKELEY Fall 2012

39. Differentiating Assessment • 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” Mona Kansoh SDAIE UC BERKELEY Fall 2012

40. Reporting to Parents • 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

41. 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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

42. “…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 Mona Kansoh SDAIE UC BERKELEY Fall 2012

43. Sample Rubric Keynote by Damian Cooper Mona Kansoh SDAIE UC BERKELEY Fall 2012

44. 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. Mona Kansoh SDAIE UC BERKELEY Fall 2012

45. 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? Mona Kansoh SDAIE UC BERKELEY Fall 2012

46. Suggested Readings by Mr. Cooper Mona Kansoh SDAIE UC BERKELEY Fall 2012

47. Presentation available at http://www.monakansoh.com/educational-articlesnews.html Mona Kansoh SDAIE UC BERKELEY Fall 2012

48. Link to http://www.monakansoh.com Mona Kansoh SDAIE UC BERKELEY Fall 2012

49. Link tohttp://www.linkedin.com/profile/edit?trk=hb_tab_pro_top Mona Kansoh SDAIE UC BERKELEY Fall 2012