 Opening Prayer
 Share observations of colleagues and/or lesson plans

So far in our SIOP review we have discussed:
 Elements of effective planning for sheltered instruction
 Content and language objectives
 Assessing and building prior knowledge
 How to adjust rate, enunciation, and support strategies as we speak
 How to give clear, specific, step-by-step instructions
 …along with other sheltered instruction issues.

 How to teach students to access information in memory,
 How we help them make connections between what they know and what they are learning,
 How we assist them in problem solving, and
 How we promote retention of newly learned information.
We do this by explicitly teaching
that facilitate the learning process.

 I will identify language learning strategies to use with students.
 I will identify techniques for scaffolding verbal, procedural, and instructional understanding.
I will write 2-3 sentences describing how I can use a learning strategy in my classroom and discuss with a colleague.

F13. Learning
Strategies
Metacognitive
Cognitive
Social/Affective
F14. Scaffolding
Techniques
Verbal
Procedural
Instructional
F15. Higher Order
Questioning

Each person uses certain “mental processes” (special thoughts or behaviors) to help them comprehend, learn, and retain.
These mental process are often referred to as “learning strategies.”
These learning strategies create “mental pathways” that link new information to a person’s existing schema.
If a person’s existing schema is well-developed and personally meaningful, they will learn new information more quickly and more permanently.

Metacognition is purposefully monitoring our thinking.
1.
2.
3.
4.
Matching thinking and problem-solving strategies to particular learning situations
Clarifying purposes for learning
Monitoring one’s own comprehension through selfquestioning
Taking corrective action if understanding fails.
When metacognitive strategies are taught explicitly, reading comprehension improves.

Procedures used by learners in specific learning situations.
For example,
 Previewing a story prior to reading
 Establishing a purpose for reading
 Consciously connecting what is happening in the text to our own life
 Taking notes during a lecture
 Creating and using a graphic organizer

Social and affective influences on learning.
 Understanding how to work in a group to increase learning
 Knowing how students’ status in the larger group is affecting learning
 Understanding the forces of motivation

 TVET: Mnemonics
 Social Studies: GIST
 Math: Rehearsal strategies, Graphic Organizers
 Religion: Comprehension Strategies
 English: Directed Reading Thinking Activity (DRTA)
 Science: SQP2RS
Choose a strategy we just discussed. Write 2-3 sentences describing how you can use the strategy in your classroom.
Discuss what you have written with a colleague

Based on Vygotsky’s notion of the “Zone of
Proximal Development” (ZPD)
Current level of development
Zone of
Proximal
Development
(can be learned with
“scaffolding”)
Level of development currently out of reach

Teachers use prompting, questioning, and elaboration to facilitate student movement to higher levels of language proficiency.
 Paraphrasing – Restating a student’s response in order to model correct English usage
 Think-alouds – metacognition; saying what we are thinking
 Reinforced contextual definitions – An example is:
“Aborigines, the people native to Australia, were being forced from their homes.”

Using varied and attentive instructional procedures based on student need.
 Explicit teaching, modeling, and carefully monitored guided practice
 One-on-one teaching, coaching, and modeling
 Small group instruction
 Children practicing newly learned strategies with another more experienced student
 Partnering or grouping students for learning activities

Materials and devices used during instruction to help students understand the language of the lesson.
 Graphic organizers
 Outlines
 Copies of key vocabulary
 Timelines
 Summaries of important content

Teach Model Practice Apply

 I will identify language learning strategies to use with students.
 I will identify techniques for scaffolding verbal, procedural, and instructional understanding.
I will write 2-3 sentences describing how I can use a learning strategy in my classroom and discuss with a colleague.