Psychology homework help

Psychology homework help. SIOP Model Planning SheetQuite often, teachers obtain their lesson plan ideas from colleagues and/or online and then modify to best fit the individual student needs in theirÿ class. For this assignment, you will begin the planning stage of lesson plan development by taking a traditional lesson plan and transforming it into a SIOP Model lesson plan.ÿIn Week 5, you will take this planning sheet and develop a complete SIOP Model lesson plan.Please read Chapter 8, Section 8.5 of your text and review the following videos to gain a better understanding of the SIOP Model:Component 1: Lesson PreparationComponent 2: Building BackgroundComponent 3: Comprehensible InputComponent 4: StrategiesComponent 5: InteractionComponent 6: Practice and ApplicationComponent 7: Lesson DeliveryComponent 8: Review and AssessmentStep One:Select one of the following lesson plans that will also be used for your final assignment.First Grade Math:ÿA lesson on SymmetryThird Grade Science:ÿA lesson on MagnetsFourth Grade Social Studies:ÿA lesson on the Algonquian Way of LifeFifth Grade English Language Arts:ÿA lesson of Different GenresStep Two:Use the followingÿSIOP Model Planning Sheet (attach below)ÿto modify your selected lesson plan and prepare you for the development of a complete SIOP Model lesson plan in Week 5.Be sure to read Chapter 8, Section 8.2 to support your efforts in developing quality content and language objectives. Here are additional resources as well.Step Three:ÿWithin the SIOP Model Planning Sheet, there is also a section that requires your reflection on the SIOP model.ÿ Examine the eight components of the SIOP framework: preparation, building background, comprehensible input, strategies, interaction, practice application, lesson delivery, and review/evaluation. Explain why each of these eight components support the language development of our ELLs while also acquiring content knowledge. What does it mean for a teacher to ?shelter? his or her instruction?ÿHow might these components be effective for all students?ÿBe sure to utilize your text and the videos to support your reflection.For help with completing this assignment, please review theÿSIOP Model Planning Tip Sheet (this only example).SIOP Model Planning sheet should be 2 pages long. Please include an APA formatted title page and cite and reference your sources. Be sure that your in-text citations and references reflect APA formatting.8.5ÿResearch-BasedÿLesson-PlanningÿFrameworksOverÿtheÿyears,ÿaÿnumberÿofÿapproachesÿforÿteachingÿEnglishÿlanguageÿlearnersÿhaveÿemergedÿthatÿareÿbothÿresearchÿbasedÿandÿstudentÿcentered.ÿEachÿofÿtheÿlesson-planningÿformatsÿoutlinedÿinÿthisÿsectionÿoffersÿhigh-qualityÿinstructionalÿpracticesÿthatÿhaveÿbeenÿdocumentedÿandÿvalidated.ShelteringÿandÿtheÿShelteredÿInstructionÿObservationÿProtocolÿ(SIOP)Theÿunderlyingÿideaÿofÿshelteredÿinstructionÿisÿthatÿmanyÿaspectsÿofÿsuccessfulÿteachingÿpractices?includingÿdifferentiatedÿinstruction,ÿtheÿuseÿofÿtechnology,ÿandÿcooperativeÿlearning?remainÿpartÿofÿtheÿteachers’ÿpractices,ÿalongÿwithÿnewÿtechniquesÿtoÿsupportÿtheÿneedsÿofÿEnglishÿlearners.ÿThereÿareÿmultipleÿinterpretationsÿofÿsheltering,ÿwhichÿrefersÿtoÿpracticesÿdesignedÿtoÿenableÿEnglishÿlearnersÿtoÿparticipateÿinÿgrade-appropriateÿlessonsÿwithinÿaÿmainstreamÿclassroom.ÿAsÿyouÿmayÿlikelyÿenvision,ÿkeepingÿupÿwithÿtheirÿmonolingualÿcounterpartsÿcanÿbeÿveryÿdifficultÿforÿELLÿstudents,ÿandÿsoÿshelteredÿinstructionÿoffersÿspecialÿsupportÿtoÿaccessÿtheÿmainstreamÿcourseÿcontent.ÿThisÿsupportÿisÿofferedÿnotÿonlyÿforÿtheÿacademicÿcontent,ÿbutÿalsoÿforÿtheÿlanguageÿaspectsÿofÿlearning.ÿWhenÿyouÿthinkÿofÿshelteredÿinstruction,ÿthinkÿofÿtheÿsymbolÿofÿanÿumbrella:ÿEveryoneÿisÿshelteredÿbyÿbestÿteachingÿpracticesÿ(seeÿMeetÿMs.ÿKraftÿforÿanÿexampleÿofÿhowÿoneÿteacherÿusedÿshelteredÿinstructionÿtoÿencourageÿstudentÿparticipationÿinÿtheÿclassroom).TheÿShelteredÿInstructionÿObservationÿProtocolÿ(SIOP)ÿisÿaÿwell-establishedÿframeworkÿforÿteachingÿEnglishÿlanguageÿlearnersÿthatÿwasÿdevelopedÿinÿtheÿlateÿ1990s.ÿCreatedÿbyÿEchevarr¡a,ÿVogt,ÿandÿShortÿ(2013)?withÿtheÿhelpÿofÿmanyÿhighlyÿexperiencedÿESLÿandÿmainstreamÿteachers?theÿSIOPÿmodelÿisÿresearchÿbasedÿandÿhasÿbeenÿusedÿinÿtheÿUnitedÿStatesÿasÿwellÿasÿseveralÿotherÿcountriesÿ(Vogtÿ&ÿEchevarr¡a,ÿ2008).ÿSIOPÿhasÿbeenÿfoundÿtoÿimproveÿEnglishÿlearners’ÿacademicÿachievementÿwhenÿimplementedÿinÿaÿconsistentÿandÿsystematicÿwayÿwithinÿclassroomsÿ(Echevarr¡a,ÿShort,ÿ&ÿPowers,ÿ2006;ÿEchevarr¡aÿetÿal.,ÿ2013).TheÿSIOPÿframeworkÿincludesÿ30ÿfeaturesÿorganizedÿintoÿeightÿcomponents,ÿallÿofÿwhichÿdescribeÿcharacteristicsÿofÿeffectiveÿlessonsÿplansÿforÿELLs.ÿTheÿeightÿmajorÿcomponentsÿareÿasÿfollows:Preparation:ÿTeachersÿwriteÿcontentÿandÿlanguageÿobjectivesÿandÿplanÿmeaningfulÿactivitiesÿthatÿareÿgradeÿandÿageÿappropriate.BuildingÿBackground:ÿTeachersÿlinkÿstudents’ÿbackgroundÿknowledgeÿandÿexperiences toÿnewÿconcepts.ComprehensibleÿInput:ÿTeachersÿclearlyÿexplainÿassignmentsÿandÿspeakÿappropriately.Strategies:ÿTeachersÿequipÿstudentsÿwithÿlearningÿstrategiesÿsoÿtheyÿcanÿlearnÿto becomeÿindependent,ÿself-directedÿlearners.Interaction:ÿTeachersÿprovideÿfrequentÿlanguageÿopportunitiesÿthatÿincludeÿdiscussionÿandÿaskingÿforÿclarification.Practice/Application:ÿTeachersÿcreateÿopportunitiesÿforÿstudentsÿtoÿapplyÿnewÿcontentÿandÿlanguageÿknowledge.LessonÿDelivery:ÿTeachersÿensureÿlessonsÿareÿstudentÿcenteredÿandÿpacedÿaccordinglyÿandÿincludeÿteacherÿresponsivenessÿtoÿbothÿcontentÿandÿlanguageÿobjectives.Review/Evaluation:ÿTeachersÿreviewÿmaterialsÿandÿvocabularyÿwithÿstudentsÿandÿconductÿformalÿandÿinformalÿassessments.Theÿeightÿcomponentsÿareÿbroadÿprinciplesÿthatÿteachersÿshouldÿadhereÿtoÿinÿlessonÿplanning.ÿTheÿextendedÿfeaturesÿofÿSIOPÿgoÿintoÿmoreÿdetailÿandÿremindÿteachersÿtoÿbeÿdeliberateÿinÿtheirÿtechniqueÿandÿpayÿcarefulÿattentionÿtoÿtheÿspecificÿneedsÿofÿELLs.ÿDetailingÿeachÿofÿtheseÿfeaturesÿisÿbeyondÿtheÿscopeÿofÿthisÿtext,ÿbut,ÿgenerally,ÿtheyÿinstructÿteachersÿtoÿincludeÿtheseÿcomponentsÿinÿtheirÿlessons:ExtendedÿwaitÿtimeÿforÿstudentsÿtoÿrespondÿtoÿquestionsKeyÿvocabularyÿatÿtheÿTierÿTwoÿorÿTierÿThreeÿlevelsAdaptationÿofÿcontentÿtoÿELLs’ÿbackgroundÿknowledgeConnectionsÿbetweenÿpreviouslyÿtaughtÿmaterialÿandÿnewÿlearningAdaptationÿofÿcontentÿtoÿELLs’ÿlanguageÿproficiencyÿlevelsClarificationÿinÿtheÿstudents’ÿnativeÿlanguageModificationÿofÿtheÿteacher’sÿspeechÿandÿgesturesUseÿofÿsupplementaryÿmaterialsMonitoringÿandÿassessmentÿofÿstudentÿlearningMeetÿMs.ÿKraft4774344sean/iStock/ThinkstockSmallÿchangesÿinÿteachingÿstyle,ÿsuchÿasÿallowingÿtimeÿforÿquestionsÿandÿshowingÿsamplesÿofÿcompletedÿassignments,ÿcanÿleadÿtoÿnoticeableÿincreasesÿinÿparticipation.Ms.ÿKraft,ÿaÿfifth-gradeÿteacher,ÿhadÿfewerÿandÿfewerÿparentsÿattendÿbackÿtoÿschoolÿnightÿeachÿyear.ÿTheÿparentsÿwereÿfrustratedÿwithÿherÿblamingÿtheÿstudentsÿforÿincompleteÿorÿmissingÿwork.ÿAsÿtheÿnumberÿofÿEnglishÿlanguageÿlearnersÿincreasedÿwithinÿtheÿschool,ÿparentsÿandÿadministratorsÿnoticedÿthatÿMs.ÿKraftÿwasÿnotÿmakingÿanyÿaccommodationsÿforÿherÿclass.ÿMs.ÿKraftÿwasÿaÿpassionateÿteacherÿandÿconcernedÿaboutÿtheÿlackÿofÿparentÿparticipationÿasÿwellÿasÿtheÿincompleteÿworkÿonÿtheÿpartÿofÿtheÿstudents.ÿOneÿday,ÿinÿtheÿhallway,ÿsheÿoverheardÿCarlos,ÿoneÿofÿherÿELLs,ÿcomplainingÿthatÿheÿdidÿnotÿ”understandÿwhatÿsheÿwanted.”ÿThisÿwasÿaÿmomentÿofÿclarityÿforÿMs.ÿKraft.ÿSheÿbeganÿtoÿholdÿupÿsamplesÿofÿworkÿfromÿtheÿpreviousÿyearÿtoÿshowÿexamplesÿofÿaÿfinishedÿproduct.ÿSheÿchangedÿherÿteachingÿstyleÿandÿgaveÿtimeÿforÿstudentsÿtoÿaskÿquestionsÿfollowingÿherÿinstructionsÿandÿspokeÿmoreÿslowlyÿandÿclearlyÿwhenÿgivingÿstep-by-stepÿdirections.ÿSheÿalsoÿallowedÿtheÿstudentsÿtoÿsendÿherÿemailsÿwhenÿtheyÿwereÿconfusedÿaboutÿanÿassignment.ÿMs.ÿKraftÿsucceededÿinÿmakingÿtheÿcontentÿmoreÿcomprehensible,ÿandÿherÿconsistentÿuseÿofÿstudent-friendlyÿteachingÿstrategiesÿloweredÿfrustrationÿlevelsÿandÿenhancedÿparticipationÿonÿtheÿpartÿofÿtheÿstudents.ÿMs.ÿKraftÿisÿlookingÿforwardÿtoÿnextÿyearÿtoÿseeÿifÿparentalÿparticipationÿincreasesÿasÿwell.ReflectionÿQuestionsWhyÿdoÿyouÿthinkÿitÿtookÿMs.ÿKraftÿaÿlongÿtimeÿtoÿrealizeÿsheÿneedsÿtoÿchangeÿherÿteachingÿpractices?ÿWhatÿdidÿsheÿdoÿthatÿmadeÿaÿdifferenceÿinÿherÿclassroom?ÿEvenÿthoughÿMs.ÿKraftÿhasÿmadeÿsomeÿadjustmentsÿtoÿherÿinstruction,ÿwhatÿelseÿwouldÿyouÿsuggestÿsheÿtry?VisitÿtheÿfollowingÿresourcesÿforÿmoreÿaboutÿapplyingÿtheÿSIOPÿmodelÿinÿyourÿclassroom:http://www.cal.org/siop/http://www.esd20.org/assets/1/6/SIOP_Classroom_Stragtegies.pdfhttps://www.youtube.com/user/PearsonSIOPModelCognitiveÿAcademicÿLanguageÿLearningÿApproachÿ(CALLA)TheÿCognitiveÿAcademicÿLanguageÿLearningÿApproachÿ(CALLA)ÿwasÿdevelopedÿforÿbothÿESLÿandÿgeneral-educationÿclassroomsÿbyÿChamotÿandÿO’Malleyÿ(1987,ÿ1994)ÿandÿfocusesÿspecificallyÿonÿteachingÿlearningÿstrategiesÿwhileÿintegratingÿcontentÿinstructionÿandÿaccommodatingÿacademicÿlanguageÿdevelopment.ÿStudentsÿareÿusuallyÿunableÿtoÿsucceedÿinÿschoolÿwithoutÿgoodÿlearningÿstrategiesÿthatÿhelpÿthemÿunderstandÿandÿuseÿinformation.ÿCALLAÿoffersÿ18ÿdistinctÿlearningÿstrategiesÿorganizedÿintoÿthreeÿcategories:ÿfiveÿmetacognitiveÿlearningÿstrategies,ÿ10ÿcognitiveÿstrategies,ÿandÿthreeÿsocial/affectiveÿstrategiesÿsuggestedÿforÿstudentsÿ(seeÿTableÿ8.1).ÿAÿmetacognitiveÿstrategyÿcanÿbeÿthoughtÿofÿasÿaÿplanÿofÿactionÿthatÿhelpsÿstudentsÿrecallÿwaysÿtoÿaccomplishÿlearningÿtasks.ÿCognitiveÿstrategiesÿhelpÿstudentsÿinteract,ÿorganize,ÿmanipulate,ÿandÿapplyÿtheÿtargetÿlearningÿmaterial,ÿwhereasÿsocial/affectiveÿstrategiesÿdealÿwithÿtheÿstudents’ÿemotionalÿwell-beingÿnecessaryÿtoÿperformÿatÿanÿoptimalÿacademicÿlevel.WavebreakmediaÿLtd/WavebreakÿMedia/ThinkstockTheÿtermÿstrategiesÿinÿtheÿfieldÿofÿTESOLÿrefersÿtoÿbothÿinstructionalÿstrategiesÿappliedÿbyÿteachersÿandÿlearningÿstrategiesÿappliedÿbyÿstudents.InÿCALLA,ÿteachersÿexplicitlyÿteachÿstudentsÿhowÿtoÿapplyÿlanguageÿlearningÿstrategiesÿinÿdifferentÿcontextsÿbyÿfollowingÿaÿfive-stepÿsequence:ÿ(1)ÿpreparingÿtheÿstudentsÿforÿlearningÿbyÿactivatingÿexistingÿknowledgeÿandÿskills,ÿ(2)ÿpresentingÿtheÿlearningÿstrategy,ÿ(3)ÿhavingÿstudentsÿpracticeÿusingÿtheÿstrategyÿtoÿlearnÿnewÿcontent,ÿ(4)ÿhelpingÿstudentsÿevaluateÿtheÿusefulnessÿofÿtheÿstrategy,ÿandÿ(5)ÿteachingÿstudentsÿtoÿexpandÿandÿapplyÿtheÿstrategyÿinÿotherÿclasses.ÿInstructionalÿactivitiesÿinÿCALLAÿencourageÿstudentÿparticipation,ÿcooperativeÿlearning,ÿandÿhigher-orderÿthinking.ÿTheÿgoalÿisÿtoÿdevelopÿselfdirected,ÿindependent,ÿandÿactivelyÿparticipatingÿlearnersÿwhoÿcanÿuseÿstrategiesÿtoÿpromoteÿtheirÿownÿlearningÿ(Chamotÿ&ÿO’Malley,ÿ1994).VisitÿtheÿfollowingÿresourcesÿforÿmoreÿaboutÿapplyingÿtheÿCALLAÿmodelÿinÿyourÿclassroom:http://calla.wshttp://www.nj.gov/education/bilingual/ell_mainstream/part_four/calla.htmlQualityÿTeachingÿforÿEnglishÿLearnersÿ(QTEL)Walquiÿ(2010)ÿandÿherÿteamÿatÿtheÿeducationalÿresearchÿnon-profitÿorganizationÿWestEdÿdevelopedÿQualityÿTeachingÿforÿEnglishÿLearnersÿ(QTEL)ÿtoÿhelpÿELLsÿmeetÿtheÿchallengesÿofÿtheÿCommonÿCoreÿStateÿStandardsÿandÿrespondÿtoÿtheÿcallÿthatÿallÿstudentsÿshouldÿbeÿcollegeÿandÿcareerÿready.ÿTheÿsixÿprinciplesÿformulatedÿinÿthisÿlearningÿframeworkÿareÿdesignedÿtoÿprepareÿELLÿteachersÿforÿhelpingÿtheirÿstudentsÿmeetÿtheÿgoalÿofÿcollege-and-careerÿreadinessÿwhileÿofferingÿhighÿlevelsÿofÿsupportÿinÿareasÿofÿlanguageÿandÿcontentÿdevelopment.ÿTheÿsixÿQTELÿprinciplesÿareÿasÿfollows:Maintainÿacademicÿrigor.Setÿhighÿexpectations.Focusÿonÿmetaprocesses,ÿorÿtheÿstudents’ÿawarenessÿofÿtheÿprocesses,ÿstrategies,ÿandÿoutcomesÿofÿtheirÿownÿlearning.Createÿopportunitiesÿandÿsustainÿqualityÿinteractionsÿwithÿpeersÿandÿteachers.Focusÿonÿlanguageÿlearningÿinÿdisciplinaryÿcontexts.Developÿaÿqualityÿcurriculumÿwithÿaÿspiralingÿprogressionÿandÿampleÿscaffolding.Aÿcentralÿideaÿandÿpracticeÿofÿthisÿapproachÿisÿsupportingÿstudentÿparticipationÿinÿsocialÿandÿacademicÿlearningÿactivities.ÿWalquiÿandÿvanÿLierÿ(2010)ÿnotedÿthatÿ”studentsÿdevelopÿhigher-orderÿfunctionsÿasÿtheyÿengageÿinÿactivityÿthatÿrequiresÿthemÿtoÿuseÿlanguage”ÿ(p.ÿ7).ÿMeaningfulÿlanguageÿuseÿisÿdirectlyÿconnectedÿtoÿtheÿdevelopmentÿofÿnewÿknowledgeÿacrossÿtheÿgradeÿlevelsÿandÿcontentÿareas.ÿSimilarÿtoÿotherÿprogramsÿfocusedÿonÿEnglishÿlanguageÿlearners,ÿQTELÿhasÿbeenÿapplaudedÿforÿitsÿsuccessfulÿimplementationÿwithÿEnglishÿlearnerÿpopulationsÿaroundÿtheÿUnitedÿStates.ToÿlearnÿmoreÿaboutÿQTELÿandÿresearchÿonÿQTELÿinÿpractice:http://qtel.wested.orghttp://www.wested.org/project/quality-teaching-for-english-learners/ExpeditingÿComprehensionÿforÿEnglishÿLanguageÿLearnersÿ(ExC-ELL)Calder¢nÿ(2007)ÿembracedÿtheÿextensiveÿresearchÿconductedÿonÿhowÿtoÿdesignÿeffectiveÿcontent-basedÿliteracyÿpracticesÿforÿadolescentsÿasÿsheÿcreatedÿtheÿExpeditingÿComprehensionÿforÿEnglishÿLanguageÿLearnersÿ(ExC-ELL)ÿprogram.ÿExC-ELLÿisÿaÿlessonÿplanningÿandÿdeliveryÿsystemÿdesignedÿwithÿtheÿadolescentÿstudentÿlearnerÿinÿmind.ÿInÿthisÿmodel,ÿthereÿareÿ10ÿkeyÿcomponentsÿconsideredÿnecessaryÿforÿeffectiveÿplanning.ÿTheyÿincludeÿtheÿfollowing:Implementationÿofÿcontentÿstandards,ÿobjectives,ÿindicators,ÿpurpose,ÿoutcomes, andÿtargetsParsingÿofÿtextÿbyÿteachersSummarization/overviewÿofÿunit,ÿlesson,ÿandÿchapterBackgroundÿbuildingÿofÿconceptsReviewÿofÿpreviousÿlesson/concepts/contentSystematicÿvocabularyÿinstructionFormulationÿofÿquestionsÿforÿdrawingÿonÿbackgroundÿknowledgeEngagementÿwithÿtextConsolidationÿofÿcontentÿandÿskillsConductingÿassessmentsAccordingÿtoÿCalder¢nÿ(2007),ÿ”Studentsÿneedÿtoÿlearnÿhowÿtoÿreadÿaÿvarietyÿofÿtextsÿthatÿprogressÿtoÿgrade-levelÿtextsÿquickly.ÿInÿorderÿtoÿmasterÿcontentÿandÿmeetÿstandards,ÿteachersÿlearnÿhowÿtoÿparseÿtextsÿandÿselectÿmostÿimportantÿcontent”ÿ(p.ÿviii).ÿExC-ELLÿincorporatesÿthisÿideaÿbyÿteachingÿcomprehensionÿstrategiesÿexplicitly,ÿattendingÿtoÿstudents’ÿneedsÿtoÿhearÿadultÿmodelingÿofÿfluentÿreadÿalouds,ÿandÿprovidingÿopportunitiesÿforÿpartnerÿreading,ÿallÿofÿwhichÿareÿcriticalÿactivitiesÿforÿELLsÿtoÿsucceed.Ifÿyouÿhaveÿnoticedÿthatÿthereÿisÿsomeÿoverlapÿwithÿotherÿmodelsÿdiscussedÿinÿthisÿchapter,ÿyouÿareÿcorrect.ÿEffectiveÿplanningÿrequiresÿkeyÿcomponentsÿbeÿincorporatedÿinÿeveryÿlesson.

Psychology homework help