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ERIC Number: EJ1052157
Record Type: Journal
Publication Date: 2015-Mar
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0039-8322
Shifting Attention Back to Students within the Sheltered Instruction Observation Protocol
Daniel, Shannon M.; Conlin, Luke
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v49 n1 p169-187 Mar 2015
The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an instructional framework to help elementary and secondary teachers support English language learners (ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to support ELLs learn subject-area content and skills while learning English, but the SIOP can still be improved to enhance teacher learning. Specifically, the authors of this study worry that the SIOP prompts teachers to focus on themselves rather than attending and responding to students' thinking, actions, and sense-making in the classroom. They provide three suggestions that could complement the current SIOP model: (1) additional features that help teachers attend and respond to students' contributions, (2) supplementary reflective prompts to help teachers consider how their instructional choices impact students, and (3) principles from successful professional development programs that support teachers' abilities to respond to students during moment-to-moment instructional interactions.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A