instructional methods/approaches for any student:
In order to differentiate instruction to meet the needs of EVERY student, the instructor needs to be versatile and willing to incorporate a myriad of instructional tools and methods into his or her instructional strategy. For instance, diverse student populations include students who originate from different cultural and socioeconomic backgrounds, speak different languages, have different learning styles, different abilities and needs: each child is unique. With this in mind, the teacher should employ a variety of instructional strategies, including the integration of technology, group instructional practices, use of multi-media presentations, hands-on projects...the list goes on.
I am not currently teaching, so I am unaware of which method is currently the standard in schools. I hope to someday work with first grade students, and I believe that sheltered instruction is the best method not only for CLD students, but for all students at this age. Herrera and Murry (2011) state that “for the grade-level student, the sheltered method shares many of the same characteristics of instruction that are considered effective for all students (Echevarria & Graves, 2003). Such characteristics include the following:
What I like best about this method of instruction is that it provides a variety of strategies that can be used and allows for more opportunity for differentiation: hands-on applications, social interactions, cooperative learning, guarded vocabulary and visual supports. For first grade students, I think that the use of visuals is key for understanding – especially in terms of CLD students. I have tried out a “show-say-repeat” strategy with my “students” in this course that, I feel, has been effective. I show them a picture. I say the word associated with the picture. Then the students repeat the work aloud. While students may not initially know the word, they will know a picture. I also like the idea of having visual reference guides around the class. As Murry and Herrera (2011) point out, “these visuals not only contextualize curriculum and instruction, but they also provide powerful visual links between language and content” (pg. 276).
I found an informative pdf detailing Sheltered Instruction Strategies for English Language Learners from the Laredo Independent School District (2008) that breaks out the components and features of SIOP, as well as providing suggested instructional activities.
I believe, with any method of instruction, assessments should take place often to ensure understanding and to check for gaps or areas that need more focus. I, personally, like “caught you” feedback which is done on the spot when the teacher notices something and addresses it right away. For example, if students are working together in small groups, and one student takes the time to help a fellow student out with a difficulty they are having. The teacher can “catch” that student and provide them with positive feedback right away. I think teachers need to try to remove the negative sigma that is associated with assessments; which can lead to student anxiety and may cause them to hesitate or doubt themselves. If the feedback they receive is non-controlling and promotes a growth mindset, students may feel less afraid to take risks and make mistakes.
I also found, and saved this website which has links to different sheltered instruction resources that I plan to utilize in the future :https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/sheltered-english-instruction-teacher-resources.
I am not currently teaching, so I am unaware of which method is currently the standard in schools. I hope to someday work with first grade students, and I believe that sheltered instruction is the best method not only for CLD students, but for all students at this age. Herrera and Murry (2011) state that “for the grade-level student, the sheltered method shares many of the same characteristics of instruction that are considered effective for all students (Echevarria & Graves, 2003). Such characteristics include the following:
- A variety of grouping strategies
- An emphasis on higher-order thinking skills
- Clear explanations of learning tasks
- Links to prior learning
- The use of supplementary materials
- Consistent feedback on performance
- Student engagement” (pg. 278-279).
What I like best about this method of instruction is that it provides a variety of strategies that can be used and allows for more opportunity for differentiation: hands-on applications, social interactions, cooperative learning, guarded vocabulary and visual supports. For first grade students, I think that the use of visuals is key for understanding – especially in terms of CLD students. I have tried out a “show-say-repeat” strategy with my “students” in this course that, I feel, has been effective. I show them a picture. I say the word associated with the picture. Then the students repeat the work aloud. While students may not initially know the word, they will know a picture. I also like the idea of having visual reference guides around the class. As Murry and Herrera (2011) point out, “these visuals not only contextualize curriculum and instruction, but they also provide powerful visual links between language and content” (pg. 276).
I found an informative pdf detailing Sheltered Instruction Strategies for English Language Learners from the Laredo Independent School District (2008) that breaks out the components and features of SIOP, as well as providing suggested instructional activities.
I believe, with any method of instruction, assessments should take place often to ensure understanding and to check for gaps or areas that need more focus. I, personally, like “caught you” feedback which is done on the spot when the teacher notices something and addresses it right away. For example, if students are working together in small groups, and one student takes the time to help a fellow student out with a difficulty they are having. The teacher can “catch” that student and provide them with positive feedback right away. I think teachers need to try to remove the negative sigma that is associated with assessments; which can lead to student anxiety and may cause them to hesitate or doubt themselves. If the feedback they receive is non-controlling and promotes a growth mindset, students may feel less afraid to take risks and make mistakes.
I also found, and saved this website which has links to different sheltered instruction resources that I plan to utilize in the future :https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/sheltered-english-instruction-teacher-resources.