The SIOP Model

The SIOP Model (Sheltered Instruction Observation Protocol) is a research-based framework designed to help teachers effectively teach both academic content and language skills to English learners (ELs). 

It provides a structured approach to lesson planning and delivery that ensures students not only grasp the subject matter but also develop their English proficiency. It ensures that the teacher explicitly teaches the content while scaffolding language skills, making the lesson accessible and engaging for all learners.

The SIOP Model is built around 8 components that guide lesson design and teaching strategies:

1 Lesson preparation

Develop clear, measurable content objectives (what students will learn) and language objectives (how students will use language to learn).

Ensure materials and resources are adapted for various language levels.

2 Building background

Link new learning to students’ prior knowledge and experiences.

Emphasize key vocabulary that students need to understand the content.

3 Comprehensible input

Modify speech (e.g., slower pacing, simplified language) to make lessons understandable.

Use visual aids, gestures, and examples to clarify concepts.

4 Strategies

Teach learning strategies (e.g., summarizing, predicting) to help students organize and retain information.

Scaffold instruction by providing support and gradually increasing student independence.

5 Interaction

Promote frequent opportunities for peer interaction, such as group work and discussions.

Encourage students to practice speaking, listening, reading, and writing in English.

6 Practice and application

Provide hands-on activities and real-world tasks where students can apply new knowledge.

Integrate all language skills (listening, speaking, reading, writing) into the activities.

7 Lesson delivery

Ensure lessons are engaging, well-paced, and aligned with both content and language objectives.

Keep students actively involved throughout the lesson.

8 Review and assessment

Regularly review key vocabulary and concepts to reinforce learning.

Use informal and formal assessments to check for understanding and guide future instruction.

Do you want to know more about this model?

https://blog.tcea.org/siop-model-and-digital-tools/

https://study.com/learn/lesson/siop-model-components-benefits.html

https://www.tupeloschools.com/uploaded/Departments/SIOP_8_Components_for_Teachers.pdf

An Introduction to Design Thinking

Design thinking refers to the cognitive, strategic and practical processes by which design concepts (proposals for new products, buildings, machines, etc.) are developed by designers and/or design teams. 

Many of the key concepts and aspects of design thinking have been identified through studies, across different design domains, of design cognition and design activity in both laboratory and natural contexts. Currently there is a growing interest towards Design Thinking as applied in education.

This guide is an introduction to Design Thinking provided by the Institute of Design at Stanford:

https://dschool-old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf

Oferta de cursos. Inglés. Metodología

Con nuestra bienvenida en este curso que comienza, deseando que hayáis cargado pilas durante las vacaciones, os recordamos que podéis consultar la oferta de cursos relacionados con la metodología en la enseñanza del inglés que se llevarán a cabo por parte del CEFIRE de Elda en el primer trimestre.

Son tres:

15EL51IN224 English: the communicative approach (online)

15EL76IN187 Actividades comunicativas en inglés (presencial)

15EL76IN188 Recursos para trabajar el inglés en edades tempranas (presencial)

Podéis ver detalles de todos ellos en la página:

http://mestreacasa.gva.es/web/cefireelda/inscripcio

Didáctica del inglés en edades tempranas

Ayer, con una sesión extra dedicada al storytelling y a la evaluación terminó el curso Didáctica del inglés en edades tempranas. 

Muchas gracias a Juan Rubio por una nueva colaboración con este CEFIRE y a todas y todos los docentes que durante los últimos meses han podido participar en esta acción formativa, una propuesta que nos parece clave para abordar con garantías, más allá de la propia preparación en competencia lingüística del profesorado, la enseñanza y el aprendizaje de inglés en la etapa de infantil y en el primer ciclo de primaria. 

Brain breaks. Movement in learning

Movement in learning is a teaching method based on the concept that students learn better through movement in the classroom. Students should have the opportunity throughout a class period to move around to take "brain breaks" to refocus their attention so they can learn new material. Brain research suggests that physical activity prior to class and during class, increases students' ability to process and retain new material.

(Source: Wikipedia)

This site provides some good practices and links to further resources in this are:

http://www.pinterest.com/mel_dillard/brain-breaks/

Didáctica del inglés en edades tempranas

Desde el pasado viernes podéis acceder a la oferta de cursos del CEFIRE de Elda para el próximo trimestre. Entre ellos figura la reedición de Didáctica del inglés en edades tempranas, un curso impartido por Juan Rubio, profesor del Colegio Sagrada Familia de Elda con gran experiencia en el campo de la enseñanza de inglés en los primeros años. 

Bastantes docentes de infantil y primer ciclo de primaria os estáis formando en esta lengua pero también es importante que os dotéis de herramientas útiles para desarrollar la formación lingüística de vuestro alumnado desde el punto de vista de la didáctica.

Podéis informaros sobre el curso y rellenar el formulario de inscripción en:

http://mestreacasa.gva.es/web/cefireelda/inscripcio

Entrad en el curso con código: 13EL76EI031

Critical Thinking Skills by Enokson via Flickr

http://www.flickr.com/photos/vblibrary/4576825411/sizes/l/in/pool-27724923@N00/

Classroom Game Design

Paul Andersen teaches science at Bozeman High School in Bozeman, Montana. He is the 2011 Montana Teacher of the Year. He has been teaching science on YouTube for the last three years. Paul began his career teaching all the science classes at a small rural school in northern Montana. Andersen uses technology and game mechanics to increase engagement in his classroom. He discusses here how he modified his methods for grading, delivering instruction and planning based on the principles of game design.

Using Blogs to Engage English Language Learners

Article by Jon Schwartz. He teaches fourth grade in Oceanside, CA.

If managed properly and carefully, student blogs provide a virtual workbench that students can use to find their creative muse and learn about the technological world they are inheriting.

http://www.edutopia.org/blog/ell-digital-divide-jon-schwartz

More information about his work:

http://kidslikeblogs.org/

SIOP

Una breve presentación en vídeo sobre SIOP (Sheltered Instruction Observational Protocol) Tenéis más información sobre este modelo de instrucción de enseñanza integrada de lengua y contenido en el apartado de metodología del blog. Dedicado especialmente a quienes habéis empezado la primera fase de la inmersión en el CEFIRE.