How do you integrate language and content instruction? One established approach is the Sheltered Instruction Observation Protocol (SIOP) model. Let’s see how SIOP phases align with different learning intentions and instructional strategies and discover digital tools to support your teaching.
A Quick Overview of the SIOP Model
Let’s take a moment to review key areas of the SIOP model. The authors (Echevarria, Vogt, Short) designed it to support English language learners (ELLs). The SIOP model has eight inter-related components. Those components include the following:
- Lesson preparation. Teachers create lessons that include content and language objectives.
- Building background. This involves connecting new concepts to students’ personal experiences and prior knowledge.
- Comprehensible input. Teachers use a variety of techniques to make content easy to understand for learners. These can include speaking in a clear way, using visuals, and hands-on activities.
- Strategies. These strategies include teaching and modeling learning strategies to help students process and retain information.
- Interaction. This involves giving students opportunities to practice language skills in a safe, supportive environment.
Below is a diagram I made to capture my understanding of the SIOP model (view full-size | get a copy):
Benefits of the SIOP Model
Many benefits have been ascribed to the SIOP model. You can find a round-up of them online at Jana Echevarria’s website. Here are a few:
- Gains in academic achievement (source)
- Development of personal and academic language skills (source)
- Active participation and increased engagement
- Differentiation aligned to students’ diverse needs and proficiency levels
What’s more, the SIOP model is often a go-to approach for supporting language learners. Echevarria makes the following point on her website linked above:
…SIOP instruction is making a positive learning difference for multilingual learners and other students who are in the classrooms. Teachers can learn to implement the model to a high degree with ongoing PD and support. No one is disadvantaged by SIOP instruction; rather, the focus on academic literacy and scaffolded instruction helps all students learn academic English and grade-level, content curricula better (source).
Now that you have a clear understanding of the phases of the SIOP model, let’s explore how it aligns to learning intentions. I’m curious to connect it to Hattie’s Visible Learning as well as Mike Bell’s The Fundamentals of Teaching.
Understanding SIOP Phases and Learning Intentions
As you may recall, learning intentions refer to what your intent is for students to learn. Having an awareness of your learning intensions, as well as what phase of learning students are in, can be useful. It’s useful because it enables you and students to choose specific high-effect instructional strategies. These strategies are often grouped according to three phases of learning:
- Surface learning
- Deep learning
- Transfer learning
John Hattie points out the following when choosing what strategy works best to impact learning:
“What and when are equally important when it comes to instruction that has an impact on learning. Approaches that facilitate students’ surface-level learning do not work equally well for deep learning, and vice versa. Matching the right approach with the appropriate phase of learning is the critical lesson to be learned.”
With this in mind, it’s important to match high-effect size instructional strategies to the appropriate phase of learning students are in. To determine what phase of learning students are in, you will want to take advantage of formative assessments. What’s more, being aware of what your learning intention is for students can inform your next steps. Let’s briefly explore these points aligned to the SIOP model.
Lesson Preparation: Building the Foundation
“I use Quizlet to create interactive flashcards for key terms. It’s a game-changer for vocabulary retention!” says Mrs. Johnson, a 5th-grade teacher. In this initial phase, focus on surface learning through direct instruction and vocabulary programs. Both direct instruction and vocabulary programs are appropriate to use in this phase of learning (Surface Learning).
Surface learning is important because it is a critical step towards transfer learning:
…the process of developing sufficient surface knowledge to then move to deeper understanding such that one can appropriately transfer this learning to new tasks and situations. (Source: Hattie, Fisher, Frey in Visible Learning for Literacy)
To assist students in connecting the dots, it’s important to consider students’ prior knowledge. As Mike Bell, The Fundamentals of Teaching, puts it, “No one can learn anything if they cannot link it to something they already know.” On his website, Bell quotes psychologist David Ausubel:
If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.
David Ausubel as cited
Our theory of the world, also known as our “schema,” is what makes up our prior knowledge. It is so important that Mike Bell enshrines it as the first step in his five step teaching approach. He encourages teachers to assess prior knowledge, as well as fill in missing knowledge.
Did You Know?
You can watch a TCEA Lunch and Learn on Prior Knowledge via the TCEA Community. Follow this link, then enter your login credentials to access. Not a TCEA member yet? Join.
A part of presenting new material (step two in his five-step process) involves linking new information to prior knowledge, using advance organizers, and connecting the abstract to the concrete. To put it simply, it involves connecting the dots.
Building Background: Connecting the Dots
“I love using Mindmeister for collaborative mind mapping,” says Mr. Rodriguez, a high school history teacher. “It helps students visualize connections between new concepts and what they already know.” In Mike Bell’s book, The Fundamentals of Teaching, memory is explained as a link to component parts of that memory. The component parts include our emotions, colors, shapes, tactile feelings. The network of links is the schema.
If some of the new concepts are held in long-term memory, “it takes less space in working memory.” You can see how someone can liken the responsibilities of a president to that of a parental guardian.
Mnemonics and integrating prior knowledge are crucial here. A key component is connecting the dots through graphical organizers, modelled and worked examples, as well as meta-cognitive tasks. Students can use graphic organizers and modeled examples to better understand and retain new information. They do this when they link new concepts to what they already know. This approach also enhances metacognitive skills. It helps them become more aware of their thinking.
As you can imagine, the SIOP model seeks to encompass this cognitive work. It covers critical steps of learning, such as:
- Activating and assessing prior knowledge
- Presenting new knowledge
- Setting challenging tasks that involve collaboration, thinking, and examples
- Providing feedback to learners for improvement, as well as questioning
- Spaced repetition and deliberate practice
Connecting the dots takes advantage of several strategies that encouraging making connections. Those connections happen between prior and new knowledge, which lays the groundwork for deep learning phase of learning.
SIOP Phase with Learning Intention
Take a look at this chart and how it matches SIOP model phases with learning intentions, strategies, and digital tools.
| SIOP Phase | Learning Intention | Instructional Strategies | Digital Tools | Example |
|---|---|---|---|---|
| Lesson Preparation | Surface Learning | Direct Instruction (.56), Vocabulary Programs (.62) | Quizlet, Kahoot | Using Quizlet to create flashcards for key vocabulary terms |
| Building Background | Surface Learning | Mnemonics (.65), Integrate with Prior Knowledge (.93) | Padlet, yED Live, Cmap Tools | Creating a mind map on yEd Live to connect new concepts with prior knowledge |
| Comprehensible Input | Surface Learning | Repeated Reading Programs (.80), Questioning (.49) | Newsela, Edpuzzle | Using Edpuzzle to embed comprehension questions in a video lesson |
| Strategies | Deep Learning | Metacognition Strategies (.52), Critical Thinking (.84) | Padlet Video Recording, Socrative | Students using video to explain their problem-solving process |
| Interaction | Deep Learning | Classroom Discussion (.82), Reciprocal Teaching (.74) | Zoom breakout rooms, Canva Whiteboard, Miro | Facilitating small group discussions in Zoom breakout rooms using a collaborative whiteboard |
| Practice & Application | Transfer Learning | Problem-Solving Teaching (.68), Transfer Strategies (.86) | Scratch, Minecraft Education, Minetest | Students applying coding concepts learned in class to create a game in Scratch or virtual world in Minetest |
| Lesson Delivery | Deep Learning | Elaboration and organization (.75), Concept Mapping (.62) | Pear Deck, Nearpod | Using Pear Deck to create interactive presentations with embedded formative assessments |
| Review & Assessment | Transfer Learning | Self-Reported Grades (1.33), Self-Judgement and Reflection (.81) | Google Forms, Seesaw | Students reflecting on their learning progress using a digital portfolio in Seesaw |
Comprehensible Input: Ensuring Understanding
Repeated reading programs and strategic questioning enhance comprehension. Consider using Edpuzzle to embed questions in video lessons, promoting active engagement with content. Comprehensible input is a concept first suggested by Stephen Krashen. It exposes students to linguistic input slightly above their current language level (i+1). The reason for this is that i+1 allows learners to understand the new input. Strategic questioning can scaffold this process.
Use strategic questioning to do the following:
- Get responses from students at their current level and slightly beyond. For example, a current level question might be, “What is the main character’s name?” An i+1 example might be “How might the main character’s actions influence the story’s outcome?”
- Tailor questions to target specific language structures or vocabulary. For teaching past tense, an example might be “What did the protagonist do after he discovered the secret door?”
- Ensure that question complexity is adjusted to ensure input remains at the optimal i+1 level. To adjust a question’s complexity, go from simple to complex. For example, shift from “Can you describe the setting of the story?” to “How does the setting contribute to the overall mood of the narrative?”
Both strategies (repeated reading and strategic questioning) can be useful in ensuring understanding.
Diving Deeper: Strategies and Interaction
Fostering Critical Thinking
Metacognitive strategies and critical thinking activities are key for deep learning. “I use Padlet Video to have students explain their problem-solving process. It’s amazing to see their metacognition in action!” says middle school science teacher, Ms. Lee. To encourage metacognition, consider using check-ins to enhance learning. According to Schraw (1998 as cited), checking in stimulates learners’ self-reflection on their own understanding. This, of course, leads to increased metacognitive awareness (source).
Promoting Meaningful Interaction
Classroom discussions and reciprocal teaching strategies encourage student engagement. You can use Zoom breakout rooms for small group discussions and collaborative whiteboards for idea sharing.
Applying Knowledge: Practice and Transfer
In applying knowledge phase, students are expected to apply what they have learned to new situations. In transfer learning, students apply what has been learned to novel situations. This may involve metacognition, collaboration, and problem-solving. This can be done in a variety of ways, including:
- Service learning
- Problem-based teaching
- Transfer Strategies
- Peer tutoring
- Cooperative learning
- Self-Reported grades
“Building virtual worlds has been fantastic for my students to apply coding concepts in a creative way,” notes Mr. Thompson, a technology integration specialist. One example could involve using virtual world building through Minetest or Minecraft. Other activities like story bins can also work well.
Public View Link | Template Link
Delivering Lessons and Assessing Progress
Facilitating lesson delivery often involves a dash of direct instruction, hands-on activities, classroom discussion. Through it all, the teacher is working to assess the level of understanding students have in the midst of a conversation.
Effective Lesson Delivery
Use elaboration, organization, and concept mapping to deepen understanding. Try Pear Deck for interactive presentations with embedded formative assessments. For example, when teaching photosynthesis, you can compare it to a factory taking in raw materials and outputting products:
Photosynthesis
Photosynthesis as a process can be a model for making widgets in a factory:
As you can see, concept maps can assist students in connect new information in such a way as to facilitate deeper comprehension. The visual structure can make it easier for students to see relationships. Tools like Pear Deck can integrate concept maps into interactive presentations. When students make their own diagrams, the diagrams reveal gaps in understanding. Teachers can look at what’s missing from the students’ view of a concept. Then, they can work to provide experiences that enable the student to learn.
Review and Self-Assessment
“I use Seesaw for digital portfolios. It’s an excellent tool for students to track and reflect on their progress over time,” suggests one elementary school teacher. When considering review and self-assessment, other strategies are also helpful. Two include self-reported grades and reflection for transfer learning.
Let’s consider some guided activities and see how they connect to the SIOP model phases.
SIOP Model Activity Examples
Here are some activity examples that match a particular SIOP model phase.
| Activity | Description | SIOP Phase |
|---|---|---|
| Vocabulary Bingo | Create digital bingo cards with key terms | Lesson Preparation |
| Concept Connection | Use mind mapping tools to link new and prior knowledge | Building Background |
| Video Quiz Creation | Embed questions in educational videos | Comprehensible Input |
| Think-Aloud Recordings | Have students record their problem-solving process | Strategies |
| Virtual Jigsaw | Assign topics to groups for research and presentation | Interaction |
| Real-World Application Project | Design projects applying learned concepts to real scenarios | Practice & Application |
| Interactive Lecture | Create engaging presentations with built-in assessments | Lesson Delivery |
| Learning Journal | Implement digital portfolios for ongoing reflection | Review & Assessment |
Additional Resources
- SIOP Model Overview: A comprehensive guide to the SIOP model (K-12, Higher Education)
- Edutopia’s Technology Integration Guide: Strategies for effective tech integration in classrooms (K-12)
- TCEA Courses on Digital Learning: Professional development opportunities for educators (K-12, Higher Education)
