Comprehension to Promote Language and Content (9/22/2011)

SIOP Model. Echevarria. Vogt. Short.
"The goal of this book is to help prepare skillful teachers to teach content effectively to English language learners while they develop the students' language ability." (pg. 3) The model presented in the chapter, the Shelter Instruction Observation Protocol (SIOP), is seen as a resource for assisting faculty in observations and evaluations of teachers.
As I first read about the model, I was a bit skeptical about it. It initially seemed very "cookie-cuttery" to me, but as a read more further I felt that it was a great frame of reference for developing and transferring lessons to a variety of subject areas. Also, I think this model allows teachers to be "creative" in the classrooms, which I feel is a dying term in our educational society. We judge children by test scores instead of their individuality. All children are different, and EVEN learn differently, no matter if they are white, ELLs, green, "gifted," blue, black, yellow, brown, or maroon. A big issue, however, is if school administrators would even consider such "wild" ideas.

Anthology Section 5: Chapter 10
"...project work is particularly effected (content-based classrooms) because it represents a natural extension of what is already taking place in the class." (pg. 109) Projects allow students to simulate the rigor of academic courses in a sheltered environment. They also help to encourage language use and contextualize the students' understanding of the language and content.
I believe that projects in a content-based classroom allow English-language classrooms to be a more lively environment for learning and collaboration. Students are able to demonstrate their understanding of the content through their own creativity. A project is a way for students to take pride in themselves as language learners. We know that if students are working on a project in the target language that they are practicing the target language, as participatory learners and workers. These collaborations allows students to reflect of the curriculum for not only the evaluators, but also themselves. The students are able to understand where they are at when it comes to their goals of the academic year.
As a teacher though we must break that feeling that a project is a final "end-all" of the learning process. We must promote improvement through motivation and assistance on how they can fix the mistakes that need to be adjusted a bit. During a project, we are the facilitator to the learning and constructing that is going on. We are there to guide and assist them in the creation process.

Some interesting, motivational readings. Can't wait to hear others' thoughts!

Blog yaz lata!
The TESOL Bro,
Tommy "Tomas" T.