I think that Mrs. Jones’ grouping structure is also effective, especially for algebra. She assigned very specific roles which aligned with the skills required to complete the task.  It may be more difficult to adapt this procedure to other subjects, and I’m not sure that it is as easily applied to early childhood classrooms. However, I think her attitude toward trying multiple ways to solve a problem and not being afraid of failure is applicable to any grade. 

For my SIOP lesson, I plan to include two types of interaction. Initially, we will use a whole group interaction to introduce the concept, and then students will have the opportunity to explore the concepts in groups of three. If the students are engaged in the activity, I may also try to incorporate a Think Pair Share, so they have the opportunity to share with a partner as well. 

Ms. Jones also does a nice job of getting students to interact by giving students specific tasks to accomplish and discuss with the group. She gives each student a job to fulfill such as the multiplier, the combining of like terms checker and the recorder.  This keeps students accountable to each other since they all must record the proper way to do the work. This also helps students keep on task, and gives everyone a role to play when working in a team. This idea is also supported by chapter 6 in our SIOP book.  On page 161 it says “Effective SIOP teachers explicitly teach students rules for engaging in high-quality discussions to ensure that they take turns, stay on topic and actively listen, building on one another’s comments, and are respectful.”

I think an English Learner would do well in either class.  Ms. Warburton’s class seems more structured with the teacher giving more wait time to enable students time to listen, think, formulate a response and then talk.  However, in Ms. Jones’s class, students might have more chances for academic talk where they are sharing their ideas and taking risks about math.  Some EL students might need this setting while others might appreciate the quiet room to think, work and then share. So, I guess it depends on the need of the child.  
For my SIOP lesson I plan to have whole group discussions where it is "student led learning" by having students share their thinking from the previous night's homework. This supports Language Learners because they are hearing the math thinking of their peers in a way that may make more sense to them. Next is an independent opportunity for students to struggle with a new task, followed by a turn and talk to a partner. We will return back to whole group to share answers and have an explicit lesson about a new math skill. During this time, the teacher should employ appropriate wait time to allow students to comprehend what is being presented. Students will then practice the new skills together with the teacher leading a few examples, then students leading examples. Next students will work independently for a short time, followed by another turn and talk to share ideas. Lastly students will work with a partner to complete more tasks that reinforces the new skill introduced as well as reviewing previously learned skills. During the last 20 minutes of class, I will pull a small group of students to do some interventions.  

For my SIOP lesson I plan on using instructional grouping techniques from the GRR model. I will have students working as a whole class while I model, students will then partner up and use peer discussion to complete a partner activity.  Lastly, students will complete independent work. 

 

For my SIOP lesson, I plan on having 3 groupings:  whole group, partner/turn-and talk, and small group.

For my SIOP lesson, I plan to do whole group, small group/partners, and independent work for assessing. 

I believe that ELs of different proficiency levels would benefit from both Ms. Jones and Ms. Warburton.  Classroom but a little more in Ms. Jones class.  Ms. Jones has groups working majority of class and within those groups jobs are given to members.  Ms. Jones clearly modeled the jobs for students to show them the expectations of each job.  Ms. Jones did a great job monitoring groups, pushing and guiding as needed.  Ms. Jones classed allowed for more interaction among students of all levels which is why it would be a little better for ELs.  The amble opportunities in her class for students to respond and elaborate their responses is a a major part of chapter 6.  She provided a variety of rich, structured discussions as part of whole class, small group, and with a partner.  I think that ELs students in her class would be more likely to take risk and open up because they can see they everyone is participating whether they are correct or incorrect.  I love the wait time Ms. Jones had with the one female student who had trouble at first verbally expressing why the answer was wrong.  I think she does a better job of gradually increasing her students responsibility.  

Ms. Warburton did some great things too.  I loved how she held up the sign as students walked into the room to clearly state her expectations.  However, ELs might need more descriptive picture to go along with the direction.  I feel ELs might be more hesitant to participate in her class as result of doing the independent work first then later on completing group work if needed.  This could be frustrating for ELs.  

Both teachers technique of providing student opportunities to interact within the lesson was different but beneficial to students to work on content and language skills.  . 

For my SIOP lesson I plan on using instructional grouping techniques like whole group, think pair share, and small group learning stations.  Student also will have independent work. 

 

The math talk that Mrs. Warburton practiced in classroom was exceptional.  The higher level thinking skills that students had to utilize to justify correct and/ or incorrect answers was beneficial to all students.  This may be a struggle for new language learners as their understanding of content vocabulary may be lacking.  Her activities also required students to work alone first.  This does not provide any time for students to activate schema and have real-life conversations with peers using content vocabulary and applying new concepts.  

 

The ways in which both teachers delivered and facilitated instruction have a place in the classroom.  Each teacher and group of students must find a balance of encouraging student conversation, project based learning and requiring students to develop independence.