The SIOP (Sheltered Instruction Observation Protocol) Model (CREDE, 1996) is an empirically-tested, research-based model of instruction used as a framework for planning and delivering instruction in core subject areas for second language learners, as well as students who need to strengthen their academic language and literacy skills (2020).
This model has been used in the United States for the past twenty years for ‘language development with content teaching and provides teachers with guidance for planning and delivering effective lessons’ (cal.org, 2011). It has been validated as a model of instruction improving the achievement of students whose teachers use the model (p. 1).
The 8 SIOP Model Components are:
- Lesson Preparation
- Building Background
- Comprehensible Input
- Practice and Application
- Lesson Delivery
- Review & Assessment
This blog post is part of a series where we unpack each of the eight components of the SIOP Model. In this blog post, we will focus on the first component, lesson preparation.
Rationale for Creating Lessons Using SIOP
Teachers create lessons based on an instructional framework including language learning outcomes. Student achievement and academic success are the key focus of unit planning. Lesson instructional strategies and activities are geared toward the learning process and instructional practices include students’ mother tongue language.
Culturally Responsive Teaching
The SIOP Model is embedded in the practice of culturally responsive teaching. This practice includes relevant curriculum to engage students in creating meaning with real-world examples that are relatable and cognitively engaging. Lessons are designed with clear learning outcomes and assessments measure learning outcomes with high expectations for the learner to achieve.
In this stage, teachers who include mother tongue comparisons build opportunities for meaningful engagement and comprehension between students. Student success is measured through formative assessments, like an exit ticket with an essential question about the topic, at the end of each lesson.
Modifications may include using video clips or a graphic organizer with relevant vocabulary to improve the learning experience for students. Although at grade level, modified assignments are another way for students to learn the same content but through different tasks and can be presented as culturally relevant to students’ backgrounds (2020).
When creating lessons, I use Bloom’s Taxonomy (1956). Bloom’s Taxonomy is a learning framework that focuses on key milestones in the learning experience. Lesson plans and activities relating to each milestone set the learner up with increased thinking and ultimately synthesis of the content.
The following video shows the milestones learners will achieve with lessons and activities designed with this framework:
To enhance the learners’ experience it is important for educators to measure their lessons and activities with Bloom’s Taxonomy. This will ensure lessons and activities are prepared with content to continually increase the student-content interaction. Sometimes with the first two elements of the framework remember and understand, that students may become disinterested or bored, it is important to augment lessons and activities with deeper learning opportunities.
Methods for an Enhanced Learning Experience
One method for augmenting deeper learning experiences in lessons is using reflection. Reflection is a key component of the learning experience and can provide students with opportunities to make sense of the content while focusing on their learning experience.
Reflection activities may include:
- providing real-world examples of how the student has experienced the content
- creating posters
- digital art projects to articulate the meaning of the content.
These activities can also be used as a formative assessment.
Planning and delivering high-level effective and meaningful lessons for students using the SIOP Model helps students feel valued and engaged in their learning experiences. Educators are equipped to measure students’ success by creating lesson plans using Bloom’s Taxonomy to classify student learning outcomes and skills educators seek to meet with their lesson planning.
Teaching with The SIOP Model
If you are an educator, parent, or grandparent and looking for practical strategies to use with children, concepts to understand, and ideas that can be easily implemented about how to create space for self and others, you have landed in the right spot.
Children learn how to solve problems the same way they learn how to read, write, and add. Like reading, writing, and adding, there are three specific components to solving problems. These are teachable skills children can learn at any age.
Blooms Taxonomy:: Resource for Educators. (2001). Www.bloomstaxonomy.net. https://www.bloomstaxonomy.net/
Moffett, J., & Wagner, B. J. (1991). Student-Centered Reading Activities. The English Journal, 80(6), 70. https://doi.org/10.2307/818583
Student-Centered Literacy. (n.d.). BetterLesson. https://betterlesson.com/browse/learning-domain/17/student-centered-literacy
Student-Centered Online Learning Strategies for Teachers. (2020, November 27). Europass Teacher Academy. https://www.teacheracademy.eu/blog/student-centered-online-learning/
Visible Learning. (2015). Hattie effect size list – 256 Influences Related To Achievement. VISIBLE LEARNING. https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/