This course has been one that has helped me to grow in my understanding of how ESOL content works in a classroom

setting. The theoretical knowledge base that was built before the course was added to a great deal through the introduction of how to apply the SIOP model. The two texts powerfully demonstrate the extent to which SIOP can be used. The content specific text provided me with lesson plan ideas, support structures for my students and appendices that forced me to consider how I apply SIOP practices in my classroom. With the in depth case studies, it quickly became apparent to me that what I thought was good application of support in my class really was not. I could see that the practices I used were not in the best interest of the students that I had in my class. I was using SIOP structure like modeling, gradual release, and structured grouping, but I was not using them as a means for differentiating my classroom. I used them as general tools without focusing on my students who needed the support the most. The SIOP model has powerful potential for differentiation. It allows teachers to use multiple support structures side by side and still engage every student. For instance, I have frequently used the modeling support and while students are doing their own work, then supplemented that with one-on-one visits with students who need more direct contact. Additionally, support structures work with direct lecture, discovery, lecture-discovery mix, and s group interactions. This means that I can effectively implement support structures for my students and engage all types of learners through different instructional styles. We are living in a world that does not have one language classrooms. Schools are diverse communities. SIOP allows teachers and students to have common ground. It allows teachers to support students no matter what their first language is and it supplies teachers with the ability to reach students regardless of their proficiency in their second language. Using SIOP, I can reach both my native English speakers and the Y3 students who are learning English right now.

Perhaps the most effective part of this learning experience has been the discussions that occur every two weeks. Although my discussion group is only myself and one other person, the ideas and the support that we lend each other are invaluable. Because we teach the same subject, we are able to understand the difficulties that we have in the classroom with both the content and the language support for ELL students. Additionally, we are able to help each other come up with new and imaginative ideas for support and implementation of SIOP practices in the classroom. Being able to talk about a topic with a group allows me to see where I am implementing SIOP without knowing it and where I need to implement it so that my students are all benefited. I have learned through this course that teaching math to ELL students is a difficult but pleasant challenge. Math is essentially a language all its own. Teaching students who do not yet have full mastery of English a new language that uses English words is hard! However, it is very possible. When reading about and attempting to implement SIOP, it feels like a technique that works best in classrooms where there is much literature and language in use. I have often been frustrated when attempting to implement SIOP techniques that feel like they do not belong in my classroom. However, I have found that there is enough language content in math that SIOP can support structures can be put in place with the focus and attention of the teacher. I am confident that my growth in applying the SIOP model will continue and I will only get better. As I become more proficient, the real benefit comes to my students. They get the support that they need and are able to be successful students who are engaged in their academic futures.