Google Meet Observation
In another attempt to obtain a window into the instruction and evaluation of teachers of English learners, Google meets was chosen as a video platform. See the assignment description below. In previous semesters, the students simply submitted a copy of the observation form, as well as a written paper. What was not visible before was a way to see into these observational conversations.
Through the use of the Google Meets, I was able to obtain a depth of evaluation that I was unable to before. By watching the recorded conversation, I was able to triangulate my assessment of the teacher's instruction with specific examples from the school leader. The downside to the Google Meet platform is the lack of ability to insert comments, resulting in a lengthier summative approach. The advantage is the the platform is free and easily accessible.
Portion of Student Paper
Reviewing the SIOP checklist with my assistant principal made it quite evident that one weak area of my lesson was vocabulary review. Though I did review the terms “greatest,” “common,” “factor,” and “greatest common factor” at the beginning of the lesson, other terms such as “simplest form,” and “simplify” I could have taught more explicitly. I could have asked students about the non-math definition of the words “simple” and “simplest” and used that to make the math connection that a fraction in simplest form will have the fewest parts, or smallest numerator and denominator. That was a missed opportunity that could have strengthened my students’ academic vocabulary and conceptual understanding of the mathematical procedure.
Another weakness of the lesson was my lack of differentiation. Echevarria et al. argue that if a class contains multiple language proficiencies, the application portion of a SIOP lesson must be differentiated. The quality of language in the classroom is just as important, if not more so, than the amount of language exposure (2017). Though I did plan my students’ partners strategically so English learners would be working with More Knowledgeable Others, the exit ticket I administered was the same for each student. In this way, some students were challenged more than others. Upon reflection, I realize I would have better challenged all students if I had looked at language proficiency descriptors for multiple proficiencies and created a leveled assessment so that all students were asked to produce stretched language using comprehensible output (Swain, 2005).
Assignment Description
Description: SIOP Assignment 3 will assess practice and application (4.5) and review and assessment (4.4) in additional to overall SIOP lesson implementation. SIOP Assignment 3 includes a lesson plan, SIOP Observational Protocol conducted by an administrator, and a reflection (TESOL Standards 1d, 2c, 3a, 3b, 3c, 5d).
SIOP Assignment 3 is the third of three SIOP-related assignments. Due to the sequence of the course readings and discussion posts, by this date, all SIOP components will have been addressed. However, two components remain to be assessed: practice and application (4.5) and review and assessment (4.4). With this being said, the goal of this assignment is for you to plan and implement a SIOP lesson plan, for someone else to evaluate your performance, and for you to reflect upon the process, specifically related to practice and application (4.5) and review and assessment (4.4).
For this assignment, you will be creating a lesson using the SIOP lesson planning template, teaching your lesson, having someone complete the Observation Protocol, and then writing a reflection. Thus, this assignment contains three parts (see below). Please note that SIOP Assignments 2 and 3 must be different from each other.
1. Begin by planning a lesson using the SIOP Lesson Planning Template. This may be found in your SIOP textbook. You may copy any of these templates, handwrite your lesson, scan your document, and attach this as a file. Or you may recreate any of these formats in MS Word. Or you may download the digital copy found in Sakai Resources. Unlike SIOP Assignment 2 which had a particular focus on your focal student, SIOP Assignment 3 does not. Thus you do not have the use the special template found on Sakai Resources, but you may if you would like. Please upload the document to Sakai as “Your Last Name.SIOPAssignment3LessonPlan.doc”.
2. You will have your principal, administrator, or colleague complete the Observation Protocol during your lesson. Again, how you complete the Protocol is your choice: (1) You may copy either of the two versions in your book, scan the results, and upload them to Sakai as an attachment, or (2) you may also download a digital copy in Excel in the resource file, and upload this to Sakai. This may be saved as “Your Last Name.SIOPAssignment3Protocol.doc.”
3. Part three of this assignment is a short reflection written in APA format. In your short reflection (~500 words, 1,000 words maximum), saved as “Your Last Name. SIOPAssignment3Reflection.doc,” please answer the following two questions:
o What were the strengths and weaknesses of your lesson? How was your performance related to practice and application (4.5) and review and assessment (4.4)?
o Using the Protocol as your guide, what have you learned about the SIOP Model and what effect does this have on your classroom, specifically in terms of instructional practices and student impact?