SIOP UNIT
Introduction
The sheltered instruction observation protocol SIOP is designed to make content more comprehensible for learners in all categories. The SIOP model is composed of eight components, and the components are integrated in the lesson plan to make it easy for teachers to deliver instructions to students. The components include lesson plan preparation, building background, and comprehensible input. Other components include strategies, interactions, and practice and application. In addition, SIOP model consists of lesson delivery, and review and assessment. Each of the components plays important role in delivering instructions. SIOP unit helps improve the performance of students as it allows teachers to integrate the various components when delivering instructions to students. Also, teachers structure lessons using the eight components of SIOP. This allows then to deliver instructions at all levels. This paper is aimed at analyzing whether SIOP unit can help improve performance of students, or not.
Using SIOP unit to improve students’ performance
SIOP unit can improve the performance of students by using its components well. Each component in the SIOP unit has specific function and it helps improve the performance of students. For example, lesson preparation component enables teachers to develop a lesson plan that makes students connect their own knowledge and experience, and the new information being taught. The lesson plan includes content objective, and language objective (Gottlieb, 2006). This makes it easy for teacher to know the kind of instructions to give the students so as to achieve the objective set. It makes it easy for students to understand the content being taught as the teacher follows the guidelines set. This helps improve student performance. Teachers can structure the content to be delivered according to age, and education level of the students. This enables teachers to serve students of all levels (Gottlieb, 2006). That is general students, and students with learning disability. Each student is given the right instructions hence improving his performance.
A lesson plan allows teachers to use support material to help students understand the content being taught. SIOP unit can improve student’s performance as a lesson plan allows teachers to use support material to help students understand the content being taught. SIOP unit can improve students’ performance as it incorporates building background for students (Gottlieb, 2006). Building background is important as it helps student understand the connection between the previous content and the content being taught. This improves student’s level of understanding, and performance. Teachers are required to structure the content being delivered according to students’ cultural, academic background or any other background. This makes it easy for students to understand the content, and feel free in the classroom (Gottlieb, 2006). This in turn improves the performance of the students.
Teachers also identify the right vocabulary to use to help students build the right background for the concept being delivered. SIOP unit allows teachers to use language that is appropriate to the student’s level of language proficiency. Teachers are encouraged to speak slowly, and clearly. They should also repeat the content being delivered frequently, and adjust the speed according to the needs of the student. This is to allow students master the content being taught well. This helps students improve their performance as they understand the content being taught well, and apply the knowledge gathered in examination (Gottlieb, 2006). It also allows students of all academic levels, and types to understand the content. This makes it for teachers to serve general students, and students with learning disabilities like first learners. In SIOP unit teachers are not allowed to use jargon, but they are allowed to use actions and body language to demonstrate the concept being delivered. SIOP unit helps improve academic performance for most students as it allows teachers to use strategies. Teachers use different strategies like techniques, methods and mental process that improve comprehension for learning, and retaining information.
Learning strategies used include metacognitive, and cognitive (Vogt & Echevarria, 2008). Other strategies include social and affective strategies. These strategies allow teachers to deliver the content well to students. Students are allowed to use learning strategies so as to gain more experience. The teacher is required to use scallfolding through out the lesson, and he should reduce support provided to students as they gain experience. This helps the students become independent, and it improves students’ performance as students master the content being taught easily. Students are allowed to use techniques like think aloud to understand the content. SIOP input allows teachers to provide intensive instructions to students in the right manner (Vogt & Echevarria, 2008).
SIOP unit can improve student’s performance as it allows English learners to benefit from interacting with multiple contents of areas (Vogt & Echevarria, 2008). Students are allowed to interact in their collaborative exploration of the content. This allows students to ask questions, and understand the content better. They also clarifying techniques acquired from the content. SIOP unit encourages interaction during teaching so as to improve student performance (Gottlieb, 2006). It encourages teachers to create interaction in the classroom instead of guiding students to master the content. SIOP unit helps student understand the content well as students are allowed to practice and apply the content being taught. Students use hands on materials to learn and practice the content being taught. This improves the achievement of the students. Teachers use different methods to deliver lessons to students. Good lesson delivery techniques give student opportunities to talk about the content, and this improves the performance of the students. This is because students are actively engaged in the lesson and have more concentration (Vogt & Echevarria, 2008).
Another reason why SIOP unit helps improve student achievement is that it encourages reviewing of the content being taught, and assessment of the students (Vogt & Echevarria, 2008).
Teachers are encouraged to determine how well students have understood the content at the end of the lesson. This helps teachers determine whether to offer more instructions or not. Assessment is important at the end of the lesson as it helps teachers know the performance of the students (Vogt & Echevarria, 2008).
Conclusion
SIOP unit can improve the performance of students by using the eight components well. The eight components enable teachers to deliver content to students. For example, they allow teachers to structure the content being delivered according to age and academic level. Teachers use different learning strategies to help students master the content being taught. Students are allowed to use hands on materials to improve their experience, and understanding. This helps improve students’ achievement. Thus, SIOP unit can help improve the performance of all students. Thus, SIOP unit can improve student’s performance if used well in schools.
Reference
Gottlieb, M. (2006).Assessing English language learners: Bridges from language proficiency to academic achievement. Corwin Press, Inc. Chapter 6
Vogt, M., & Echevarria, J. (2008).99 Ideas and Activities for Teaching English Learners with the SIOP Model.Allyn & Bacon. Chapter 6&7
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