Shifting Attention Back to Students Within the Sheltered Instruction Observation Protocol

The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an instructional framework to help elementary and secondary teachers support English language learners (ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to support ELLs lea...

Full description

Saved in:
Bibliographic Details
Published in:TESOL quarterly 2015-03, Vol.49 (1), p.169-187
Main Authors: Daniel, Shannon M., Conlin, Luke
Format: Article
Language:English
Subjects:
Classroom communication
Classroom discussion
Classroom observation
Elementary education
Elementary Secondary Education
English (Second Language)
English as a second language
English as a second language instruction
English Instruction
English Language Learners
English Teachers
Faculty Development
Instructional Effectiveness
Pedagogical Content Knowledge
Pedagogy
Reflective Teaching
Secondary education
Social support
Student Centered Curriculum
Teacher Attitudes
Teacher education
Teacher Improvement
Teaching Skills
THE FORUM
Training Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an instructional framework to help elementary and secondary teachers support English language learners (ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to support ELLs learn subject-area content and skills while learning English, but the SIOP can still be improved to enhance teacher learning. Specifically, the authors of this study worry that the SIOP prompts teachers to focus on themselves rather than attending and responding to students' thinking, actions, and sensemaking in the classroom. They provide three suggestions that could complement the current SIOP model: (1) additional features that help teachers attend and respond to students' contributions, (2) supplementary reflective prompts to help teachers consider how their instructional choices impact students, and (3) principles from successful professional development programs that support teachers' abilities to respond to students during moment-to-moment instructional interactions.
ISSN:0039-8322
1545-7249
DOI:10.1002/tesq.213