Lauralynn Defngin Final B 1a. I highly disagree. A well written SIOP Model lesson conforms to all levels of learners.

In the text book, Making Content Comprehensible for English Learners the SIOP Model, on page 47 it specifically says and I agree: The Lesson Preparation component offers teachers multiple opportunities to meet the needs of the students with different abilities or language proficiency levels in their classrooms. Although it takes time to prepare a lesson for different groups of students, the investment pays off when all your students learn the material and you do not have to reteach. If a teachers lesson preparation follows SIOP Model expectations well, students will be engaged and able to learn to their own capacities. Differentiating for all students in the classroom is key and following the SIOP Model helps us as teachers accomplish that goal. 1b. Following the SIOP Model, teachers will be able to meet the needs of all students by planning effectively. Practicing the 3 tier model will also help. Doing whole group instruction with the class then seeing where their English learners are from there the teacher can pull them into small group instruction to help give them extra support in content being learned. 2. 1. If you were to vote for a president who would you vote for and why? 2. Why do you think we the people have a say of who we vote for president? 3. If there wasnt a current president today, how do you think the world that we live in will be today? Throughout my 2 years in the education program learning and teaching, I have come to realize the importance of using high-order thinking in the classroom and the positive effects that it has had in the classrooms that I have used higher-order thinking. I notice a difference in the students that struggle in the learning spectrum and also the English learners as I get them to think deeper into their thoughts. The idea that thinking can be divided into high and lower levels was elaborated by Benjamin Blooms 1956 Taxonomy of Educational Objective, also called Blooms Taxonomy. A low order question requires the student to simply recall a single fact, while a high order question asks the students to recall facts but to show that they comprehend the topic, situation or solution to a stated problem. Bloom identified six levels of cognition from low to high order thinking as follows: 1. Knowledge (memory of facts) 2. Comprehension (understanding of facts, demonstrated by organizing or interpreting them) 3. Application (using understanding to solve problems) 4. Analysis (recognizing patterns suggested by facts) 5. Synthesis (producing something new) 6. Evaluation (judging quality of a solution or theory)

After looking over Blooms Taxonomy and learning and using the SIOP Model I know that using variety of questioning strategies with English learners will help them grow and be better thinkers. They will ask questions to help them to understand problems, recognize patters, and compare and contrast problems even when they are new to the English language. It is always effective to push our students to be thinkers and push them to a place where they will be comfortable in monitoring their own thinking process. 3. Teaching approach letter B is definitely more effective in teaching nutrition concept to English learners because the students are active participants in what is being taught. The teacher in approach B not only provides copies of the Food Plate but she explicitly explains the Food Plate unlike approach A where the teach just gives them a diagram of the Food Plate and expects the students to understand it. In approach B the teacher has her students analyze their food consumption, whereas approach A just assesses her students on the Food Plate. Then in approach B they come up with a good balanced weekly menu. Approach B has the students actually doing what they are taught rather than learning about healthy good nutrition and then being assessed. I think approach B is assessing the students knowledge of what they learn far more effectively than approach A. Approach A is teaching her students to memorize for the assessment then forget. Approach B is teaching her students to not just learn the material but use it. Students will be more engaged and more interested in learning when they are a part of the learning. SIOP Model emphasizes the use of meaningful activities to enhance learning for our students especially our English learners. Approach B creates experiences that may be linked to future learning of nutrition and it activates background knowledge. Although I do not see the full lesson of approach B I can already get a feel of good SIOP Model lesson planning on the teachers part. 4. A teacher may know that majority of her students are engaged in her lesson by majority of the class being active participants, all students are interested in what she is teaching and asking questions, and students are all on task doing their work. Some techniques that could be used to sustain engagement throughout the period is have meaningful activities planned that will enhance the lesson being taught. Also, adapting the content to meet the needs of all students. Another idea that comes to mind is Vygotskys sociocultural theory, knowing the culture of the classroom and the culture of your students to effectively teach to your students way of thinking and understanding. Once the teacher senses that students are off task, teacher should remember the three aspects to student engagement discussed on pg. 195 of Making Content Comprehensible for English Learners the SIOP Model, allocated time the decisions a teacher makes on time spent studying a given topic and a given academic goal, engaged time the time students are actively engaged in the lesson, and academic learning time activities that relate to the content and language objective that is being taught are fully intact. Sustained engagement is so critical to English learners academic progress because if there is no engagement then how are they supposed to grasp the material that is being taught if they arent fully engaged. 5. During a math lesson (2D and 3D shapes) there are three different grouping configurations that could be used for teaching and learning the concept. There are whole group, partner grouping, and small groups. If I were to use small groups I would probably do it by tables (four people to a group). Each table would already be grouped with a high learner, on-level learner, low level and an English learner. I will monitor student learning by observing their participation in the group activity and their interaction and assistance with their peers. In their groups I will

want them to identify real life shapes out on the playground and surrounding areas (homes and neighborhoods) as the class roams the school yard for shapes. They will be recording shapes and the word associating the shapes on worksheet provided. On pg. 155 of the textbook referenced earlier it reads: All students, including English learners, benefit from instruction that frequently includes a variety of grouping configurations. ELs are able to learn effectively when having other students to collaborate with and learn with. Teachers should always have a purpose for grouping configurations and change up the groups from time to time so all students especially the ELs may benefit from all kinds of grouping configurations. ELs will benefit from good grouping configurations and it may enhance their learning of certain content concepts being taught.