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Where and How the SIOP Model Addresses Socio- Cultural Competence

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Where and How the SIOP Model Addresses Socio- Cultural Competence

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The SIOP Model is an instructional framework that ‘intersects quite naturally’ (jechevarria, 2020) with culturally responsive teaching (CRT). One example is how the SIOP model for teaching provides multiple ways for English language learners to access and participate in grade level content (2020). ‘Every child deserves to be equally accepted as part of her class and/or school’ (2020). With being equally engaged in the classroom and school, students are engaged in not only the academics, but also the social activities of their school community. A foundational principle of the SIOP Model is for teachers to have high expectations of students’ response to learning. With this foundational principle, and equal participation of students the classroom, lessons could include mother tongue language and cultural perspectives to bridge meaning between the English language in instruction and students’ first language.

Here are some examples how the SIOP Model intersects with CRT:

Lesson Preparation- Teachers create lessons based on language learning outcomes and create lesson instructional strategies and activities. In this stage, teachers can include mother tongue comparisons to build opportunities for meaningful engagement and comprehension between students. 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).

Building Background- Classrooms where teachers use the SIOP Model are student- centered and lessons are built on students’ background knowledge and experiences. Teachers can integrate English learners’ world views into lessons to include cultural heritage as a learning opportunity for all students (2020).

Comprehensible Input- Teachers using the SIOP Model incorporate teaching strategies like hand-on activities, modeling, and repetition to support learners with language learning and comprehension throughout the lessons.

Strategies- Scaffolding techniques as a method to connect a student’s previous knowledge with the lesson delivery is one way teachers can connect background cultural heritage and experiences to the  classroom environment.

Interaction- Teachers can set a tone of mutual respect and caring in their classrooms to model and encourage students to interact respectively and productively with one another (2020). Creating space in the lesson planning  and allowing time for meaningful and productive interaction between students provides opportunities for small group work and other activities where students of different cultural backgrounds and ethnicities interact together and complete tasks together.

Practice & Application- Teachers who use the SIOP Model can create lesson activities where students practice and apply what they have learned. Students can be encouraged to create their work including representation of their cultural identities.

Lesson Delivery- Lesson plans created with the SIOP Model can include activities and resources that are culturally responsive to the student community.

Review & Assessment- ‘Formative and summative assessments are multifaceted and take into consideration the various contexts of a student’s life including home, school, culture, home language, and literacy development in both their home langue and English’ (2020).

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Review and assessment is important to measure the students learning and the lesson outcomes throughout the lesson. In this stage, educators revisit the lesson outcomes and assess their students’ progress.  A lesson may begin with a review of previous learning or a check of students’ knowledge of a topic. Throughout the lesson the teacher can check for student comprehension frequently to determine whether additional explanations or re-teaching are needed (2020). Language and vocabulary is just a important as the content and teachers should give their students some type of comprehension review of the key content and key language learned throughout the lesson.

Some examples of review and assessment for vocabulary development are:
1. Spelling tests
2. Word search puzzles
3. Cross word puzzles
4. Sentence development
5. Word and definition matching

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Lesson delivery sets the students up fo success to meet the lesson’s outcomes. This component helps students to relate to what they are doing and how they are interacting with the content, the language, and one another.  Pacing of the lesson is important in this component as it challenges teachers to make sure students are actively engaged 90-100% of the time.

Features of Lesson Delivery
1. Support content outcomes consistently.
2. Support language outcomes consistently.
3. Pace the lesson according to the students’ ability level.
4. Engage students 90-100% of the time.

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Practice and application is where students are practicing and applying the content and language of the lesson. Teachers provide directions for how the students should be doing the lesson activities and allow them enough time to complete the lesson to meet the learning outcomes. Hand-on activities are encouraged for students to use meaningful and memorable ways to apply their newly gained knowledge and skills. Integration of the four language domains: reading, writing, speaking, and listening is encouraged in this stage in order to provide students to practice the lesson’s and language’ s cultural nuances. Integrating the four domains of language ‘allows students to use strengths to develop new ones, gives everyone a chance to shine at something, and recycles the content and language by using different skills leads to ownership’ TESOL, 2021).  These three examples for instruction address this component:

1. Create a situation in which students must interview someone, write up the results and present them orally to the class.

2. Use information gaps that often require the use of all four skills to complete them successfully.

3. When lecturing, give students a listening task and have them write down and share it with their peers in writing and orally. (2021)

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Interaction encourages educators to plan how they will balance the interaction between teacher and students and students with students. Examples of interaction include Q&A, think-pair-share, group work, debates, reading club, and negotiating meaning of ideas. In my lessons I incorporate interaction at a value of 30% teacher talking time and 70% student talking time. This is one example of how educators plan for interaction in their lessons for student learning.

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The strategies educators use vary on a number of different levels and is based on the level of instruction to meet the students’ needs. Common strategies used with English language learners are paraphrasing and note-taking. Scaffolding is a teaching strategy that is a gradual release of responsibility for learning from teacher to student. The four stage model includes:

1. Teacher does; students watch.

2. Teacher does; students help.

3. Students do; teacher helps.

4. Students do; teacher watches.

Choosing strategies that meet students’ needs, along with lesson outcomes is important to ensure educators are setting up their classrooms for success.

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Comprehensible input is the interrelated importance of the messages the educator sends and how they are interpreted by students. Three parts of an educator’s message are evaluated in this stage: teacher’s speech, language of the task, and how the message is interpreted by students. It is important for educators to give clear and comprehensible instructions to students for each task in a lesson.

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Building background provides opportunities for educators to link previous knowledge of students with their lessons. This step helps educators to asses the level of implementation in a lesson. In a system wide implementation of the SIOP model in a school, this steps helps to link not only previous knowledge but also students’ learning in other subjects. See Figure 1 below (2011, p. 2):

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Planning and delivering effective and meaningful lessons for students helps educators to measure students’ success. Lesson planning using Blooms’ Taxonomy (Benjamin Bloom, 1956) helps to classify student learning outcomes and skills educators seek to meet with their lesson planning.

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Introduction & Overview of the SIOP Model

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Introduction & Overview of the SIOP Model

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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 model includes eight components:

1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment

In this infographic, we will meet the following learning outcomes:

1) To explain the SIOP Model.

2) To describe how to apply the SIOP Model in lesson planning and instruction.
3) To explain where and how the SIOP Model addresses socio- cultural competence.