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It helps us to be more intentional for us to plan what we want to teach. It also acts as a checklist for our teaching. 

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It helps us to be more intentional for us to plan what we want to teach. It also acts as a checklist for our teaching. 

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I feel it provided the student a structure to answer and it is like a safety net, a security.

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I feel it provided the student a structure to answer and it is like a safety net, a security.

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It permits for higher student engagement and interest in wanting to learn. Hence, it allows the students to feel very involved in the process. It also allows for some differentiated instructions for students with LDs.

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The structure is useful in guiding our planning when considering interventions for our students. Always good to have a basic structure to follow.

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They serve as useful checklists of pedagogical practices that take into account the learners engagement, pace and need for certain resources. They are both learner-centred practices.

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Useful to identify student’s needs and motivations, environment to ensure that the best strategy can be applied to help student learn better

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Teachers can use SIOP and STP as a clear structure for the planning, implementation and evaluation of the lessons. The structures help teachers to have lessons that are  student-centric catered to the different needs of the students.  

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Teachers can use SIOP and STP as a clear structure for the planning, implementation and evaluation of the lessons. The structures help teachers to have lessons that are  student-centric catered to the different needs of the students.  

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It is definitely a systematic and covers-all approach for young teachers especially, who needs a guided process as a checklist and reminder.

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Personally, STP's teaching areas are more aligned across the curriculum for Singapore. For SIOP, I find the idea of crafting language objective interesting and useful. However, I also find it hard to craft an accurate statement for my lessonplan. Perhaps, the use of SIOP is not common and to be able to use it to help my students, I have to practise and have more time to explore lessons examples that are structured based on SIOP.

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Personally, STP's teaching areas are more aligned across the curriculum for Singapore. For SIOP, I find the idea of crafting language objective interesting and useful. However, I also find it hard to craft an accurate statement for my lessonplan. Perhaps, the use of SIOP is not common and to be able to use it to help my students, I have to practise and have more time to explore lessons examples that are structured based on SIOP.

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It's a targeted approach to engage students in their learning in class as teacher plans and paces his or her lesson delivery with the readiness of the students in mind. The Learning Intent/s  is/are written and read aloud ( to check student's understanding ) before the commencement of the lesson.  

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It's a targeted approach to engage students in their learning in class as teacher plans and paces his or her lesson delivery with the readiness of the students in mind. The Learning Intent/s  is/are written and read aloud ( to check student's understanding ) before the commencement of the lesson.  

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SIOP and STP to me serve as guides for the teacher to be more mindful in the planning and implementation of our lessons.
For SIOP, I think the challenge will be to plan specific content and language objectives. Certain components such as student-student interaction as a means of working with the lesson’s content and language can be quite interesting to explore when teaching in a classroom of varied LD students.

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SIOP and STP can better enable us to teach in a more structured and learner-targeted manner, which integrates languages and content. For example, teachers can teach the relationship between sounds and letters in a very explicit and structured way, and help students with dyslexia recognize words which they have not yet learnt.

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They provide a systematic structure for school and teachers to plan an integrated and consistent approach to help students learn. They can be used to identify students' needs and readiness and for teachers to deliberately plan and deliver lessons to cater to the learning style and needs of students.  

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They provide a systematic structure for school and teachers to plan an integrated and consistent approach to help students learn. They can be used to identify students' needs and readiness and for teachers to deliberately plan and deliver lessons to cater to the learning style and needs of students.  

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Both are structures within which we teacher can practice inward thinking, always analysing and taking in feedback to construct and reconstruct our lessons. STP would be more familiar to us unlike SIOP, but there are components of SIOP that calls out to me like Building Background and Comprehensible Input

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Both SIOP and STP provide a systematic and detailed structure for planning a lesson. The key considerations would help the teacher be more intentional in every step of the planning, and ensure that students’ learning needs are met.

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It gives structure when delivering lesson as it provides educators a guide on the delivery of lesson.

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Both framework should work hand in hand to better help support us in teaching and guiding students with learning disabilities. However I feel that our STP should add a SEN aspect to it

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I will use SIOP to structure my lessons and to remind myself how to be pedagogically efficient. I find that it is useful not just for students with LD, but also for mainstream classrooms. It would be nice too to not always target the LD students so they won't feel uncomfortable, but we can also address ways to help LD students with a more general approach.

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Both SIOP and STP serves as a guide to ensure that the lesson that I have planned is intentional, specific and focused. In this way, I can plan for lessons to ensure that students are engaged in meaningful activities and that can maximise their learning.

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SIOP and STP teaching approaches enables me to plan lessons that are student centric, systematic and targets the needs of the students.

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I think SIOP and STP are structures for us to base our lesson preparation, delivery and evaluation on. The structures make our teaching more intentional. STP provides the macro overarching ideas, while SIOP is more like a micro checklist.

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I have learnt that SIOP enables students to connect new concepts with their personal experiences and past learning, which allows them to develop to become a better reader, writer and speaker.

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It provides a structure for teachers to plan and deliver a lesson to teach and evaluate so check whether students have learnt.

While I find similarities between SIOP and STP, SIOP helps me to also focus on the language objectives for students with higher needs in that area.

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We can use SIOP and STP as a systemmatic structure for planning, implementatation and evaluation of our lessons. The benefits would be two-fold: to address the needs of SEN students at the same time providing a learner-centred enviroment which would be more engaging for the students. Thus by having this structure in place, teachers would not need to craft other strategies, specifically for the students with learning disabilities.

# data[].attributes.subject
We can use SIOP and STP as a systemmatic structure for planning, implementatation and evaluation of our lessons. The benefits would be two-fold: to address the needs of SEN students at the same time providing a learner-centred enviroment which would be more engaging for the students. Thus by having this structure in place, teachers would not need to craft other strategies, specifically for the students with learning disabilities.

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We can use SIOP and STP to guide our lesson planning that will better target the needs of our students. These good practice structures should help us meet students' learning objectives, engage the students and give them timely feedback.

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Pedagogically, SIOP would allow those with LDs to learn more effectively and in depth. Aligned with the good teaching practices of STP, what can work for students with LDs will definitely work for those who are neuro-typical. Hence, it is a win-win situation. However, realistically, how many educators will use SIOP consistently and conscientiously? Hence, if utilized half-heartedly, it may be just paperwork.

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It is structured and systematic approach to plan  our lessons according to the learner’s needs. It can be used effectively in a class of pupils with or without learning difficulties . However it is indeed time consuming to do so for every lesson and a lot of efforts and thorough thinking must take place to consciously infuse these strategies in teaching pupils with learning difficulties.

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SIOP and STP provide a systematic and scaffolded approach in guiding us to plan and develop our lesson to meet our LOs. By following the features in SIOP (8 Components) or the teaching processes, areas and actions & considerations in STP, we will be 'forced' to think deeper in how we want to conduct our lessons with students wit LDs in mind, the resources used or the questions we want to pose. But this is not easy to achieve in real school setting where there are many competing demands.

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These help us look at how we plan our lessons, remind us to change or enhance teaching components for effective teaching, take note of every segment that has got to do with T&L (from planning of lessons which include lesson objectives, activities, to students engagement and assessment). But first of all, I feel that knowing our students is of key priority. We can then know how to structure and plan our lessons to best suit or customise to their learning needs and style. In a class, every student is unique thus a variety of teaching strategies would be best to cater to whole lot of students.

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I learnt that we can use a variety of techniques to make content concepts clearer  via modeling, visuals, hands-on activities, demonstrations, gestures & body language.

We can also provide ample opportunities for students to use strategies such as problem solving, predicting, organizing, summarizing, categorizing, evaluating and self-monitoring.

We are encouraged to use scaffolding techniques consistently throughout lesson and to use a variety of question types including those that promote higher order thinking skills as well.

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SIOP and STP are tools that guide teachers to be very intentional in planning lessons. It serves as a reminders and systematic approach to think through what are the lesson objectives, strategies to used, interaction with teachers and assessments.
Using this tool will benefit both the students with non LDs and LDs.

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We can use the SIOP & STP as a checklist ensure that we will not miss out anything in our planning or are there areas that we miss out. We can use it as a self-evaluation tool to know our strengths and weakness in planning and delivering lessons.

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Hope SIOP and STP can help me to monitor the engagement of my students at different part of the lesson. Believe more reflection on my part is also needed.

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The SIOP is very structured and gives the teacher guidance to realise what might be lacking in class. This also helps us work with other teachers as well. Previously my attempted supports were more instinctive.

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It gives a clear structure to plan the lessons and it also allows teachers to take into account student’s prior knowledge and assess their readiness when they plan for a lesson. 

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It gives a clear structure to plan the lessons and it also allows teachers to take into account student’s prior knowledge and assess their readiness when they plan for a lesson. 

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STP and SIOP help teachers to plan, execute and evaluate our teaching in a systematic way. It also at the same time reminds us to constantly think about the learners' profile (what are their assumptions, prior knowledge background, learning needs...)
For SIOP I learned about the lesson delivery that we not only
focus on content objectives but also language objectives. I am not a language
teacher, but this makes a lot of sense especially if I faced with students with
LD. Hence I will consciously think about how to introduce vocabularies/ terminologies
that will aid in the teaching of the content in my subject area.
As for STP, I appreciate this more especially now that I see
how it is similar to SIOP. If we follow STP, in a way we are cultivating to be
good teachers that delivers good teaching which is not only good for SEN but
also for all students.

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I will use the STP, focusing on building Positive Classroom Culture because the students with LD needs lots of assurance in order to enjoy learning in class. Of course I will look into the profile of my learners in my class and craft learning objective that matches their readiness. 

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I will use the STP, focusing on building Positive Classroom Culture because the students with LD needs lots of assurance in order to enjoy learning in class. Of course I will look into the profile of my learners in my class and craft learning objective that matches their readiness. 

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Both SIOP and STP are useful tools. However, realistically, it can be too much to use for a teacher with so many things/matters to look into and sadly with lesson planning often taking the least priority, especially after years of teaching. It takes intentional effort on the teachers' part to think through the different parts of the lesson planning using the tool and schools can look into greater collaboration to get this done more effectively for the benefit of all students, and not just those with SEN.

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Referencing STP to guide us in lesson preparation is a good reminder - to check the 4 teaching processes (positive classroom culture/lesson prep/assessment & feedback/lesson enactment) that we are addressing the needs of students.
STP is already familiar to us since it is developed locally here - for English language teachers, it is very similar to the EL Syllabus' CLLIPS and ACOLADE approach to lesson planning.

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Teachers can use SIOP and STP to guide their planning and implementation of lessons, not only for students with LD, but for all students. These guides can also be used for teachers to reflect on their teaching practice.

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Both allow us to teach in a more structured way which target each learner based on their different learning capabilities. It also allows us to plan lessons more effectively for these students.

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SIOP and STP can be a guidance for us to plan our lesson and evaluate the effectiveness.

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SIOP and STP will help teachers to be more intentional in planning what to teach. We can use the checklists and pace our lessons with the students' readiness in mind.   

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SIOP and STP will help teachers to be more intentional in planning what to teach. We can use the checklists and pace our lessons with the students' readiness in mind.   

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I feel that by using SIOP and STP, teachers can hone their teaching and ensure that the teaching plan is well structured and planned and learning objectives are well met. Thus, ensuring all students, including students with LD benefits..

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I feel that by using SIOP and STP, teachers can hone their teaching and ensure that the teaching plan is well structured and planned and learning objectives are well met. Thus, ensuring all students, including students with LD benefits..

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I see that both frameworks place the learner at the centre. I think it is helpful in the way that it is structured and in how it is almost all encompassing. Since we would all acknowledge that teaching is a complex process, having these frameworks help us look at our lessons holistically. Though it can highly demanding and tedious but I believe that it would be useful when a teacher is seeking to improve on his/her pedagogical skills.

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These are tools that enable us to intentionally look at various aspects of the lesson. For each aspect we deliberately plan steps and implement teaching approaches that better meet the needs of the pupils with LD.

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While SIOP and STP are generic teaching approaches or practices that a school teacher could adopt. We have to analyse our own students' needs and our teaching style which aspect or segment do we have to focus on. I personally find scaffolding and questioning which allows deepen learners' understanding and involvement difficult and requires much planning and thought before execution.

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Both SIOP and STP allows teachers to be more structured in preparing, planning, delivering and evaluating lessons.

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Both frameworks provide sound approaches and tested strategies that could help equip teachers with knowledge, tools and skills to reach and support all learners, not just those with LDs. Using the SIOP planning framework would enable teachers to modify and customise the way we teach so that the language we use to explain the concepts and information is comprehensible to our students. the key would be to engage teachers to share good practices, struggles and success stories when they make use of this SIOP Model. so that this is sustainable as we can learn, support and encourage each other on this challenging journey to help our young charges.

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It is a good checklist for Teachers to reflect upon their lesson preparation, delivery and assessment. Differentiate instructions would be needed for a class with a diverse background.

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Both SIOP and STP are very systematic and relevant in lesson planning. They make us plan to execute deliberate teaching actions in our lesson delivery that benefits all students.

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I think both structures give teachers a structured approach to help our students. We often use it to help all our students in class but I find that it has benefitted our students with learning disability.

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Lots have been said about their usefulness and I fully agree with all. However, I think we need to be selective in choosing which areas we're focusing on and shouldn't be overwhelmed to tick all boxes, lest it becomes an exercise in futility and vanity like the SEM.