SIOP as a Teaching Model
English Language Learners (ELLs) and other general students rely on policies set by administrators in the United States (US) to identify their language and educational needs. They include the Individual with Disabilities Education Act (IDEA) enacted in 1975 and amended in 2004. This act spans the education of children from birth to the age of 21. Other policies, such as RTI which provides intervention means for schools to prevent students from failing. The RTI model offers three tiers of intervention, two conducted in class and the third when the student has fails. This paper discusses the use of the SIOP model in teaching and assessing general students as well as ELLs.
ELLs’ mastery of the language varies by the social, political, and legal factors affecting the use of the English Language in the US. Concepts and ideas in science and the arts are relayed to colleagues and clients using the English language, making it necessary for business (WIDA). Religion also relies on communication to spread its message to the congregation. ELLs, therefore, require communication to effectively interact with the community along social, political, and religious lines (WIDA). One of the models identified for effective teaching and assessment of ELLs is the SIOP model. This model consists of eight interrelated components that make up the full curriculum and teaching model.
SIOP refers to the Sheltered Instruction Observation Protocol used in the teaching of ELLs and guides the learning of the language in mainstream classrooms (Echevarria). The first component of the model is the lesson preparation process. This component consists of clearly defined lesson objectives that are orally reviewed by the students. These objectives are aligned with the curricular and help teachers and students to articulate the expected outcomes for each lesson. Teachers also provide supplementary materials to ease the learning process when grade material is too complex to understand.
The next component involves building the background of the learning materials. Teachers connect the new concepts to past experiences in the learners’ cultural or learning experience. In some cases, students from foreign cultures may require background information on cultural references unique to the city (Echevarria). This component increases the vocabulary base of the learners while clearing misinformation on the concepts.
ELLs learn English very differently from native speakers and, therefore, teachers use the comprehensible input block to increase the efficiency in learning. Some of the techniques applied in this component include restatement, repetition, paraphrasing, writing down keywords, and teacher talk appropriate for the student’s proficiency level (Echevarria). The teacher is also required to explain the expected outcomes to the students using demonstrations, sample products, and models.
The strategies component defines the learning strategies used by the students, the scaffolder instructions prepared by teachers, and advanced skills of thinking. As students learn and apply different learning strategies, teachers use supporting materials to explain and clarify new concepts (Echevarria). These scaffolds are removed once the learners master these concepts and new platforms introduced for the proceeding content. Questions that encourage critical thinking are also part of this component.
SIOP also includes an interactive component where learners of English discuss concepts in groups to enhance their listening and speaking skills. Proficiency in the English language increases through interaction between students and their teachers and with one another (Echevarria). Through this interaction, students improve their evaluation, citation, elaboration, and clarification skills. Oral language proficiency is critical to the academic success of the learners in all educational aspects, and it relies tremendously on interactions by the learners.
The next SIOP component is practice and application, where teachers encourage learners to apply the concepts learned through activities, group assignments, projects, and other partner works (Echevarria). Learners of English as a second language benefit more from lessons that encourage the application of the concepts through writing, listening, and speaking practices (So). This component, therefore, helps learners master new skills and concepts faster.
The lesson delivery component uses tasks, lessons, and activities to support the teaching practices and realize the learning objectives. Teachers rely on appealing activities and well-articulated goals to capture the attention of the learners (So). They also allocate sufficient time for learners to consume and synthesize new concepts before introducing new ones (Echevarria). The learners are always aware of the lesson objectives and confusing concepts revisited to ensure that learners master each idea correctly.
The final component of the model is the review and assessment of lesson outcomes and achievement of objectives. Some teachers begin the lesson with a discussion of previously learned concepts. A frequent review is crucial throughout the lesson to gauge the learners’ understanding and determine areas that require emphasis (Echevarria). Teachers also wrap up the lesson by reviewing the main concepts and assessing the learner’s knowledge through activities and assignments (So).
By combining these components, ELLs can achieve their learning objectives within specified periods outlined in the curriculum. The SIOP model encourages ongoing learning where learners build on past experiences and learned concepts to develop more complex ideas. It also promotes constant review and evaluation to master concepts and eliminate confusion. Ongoing assessments offer the real gauge of the learner’s understanding of the language (Colorín Colorado ). This model is, therefore, more suited for ELLs that the standard model used in general learning.
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