January/February 2018 – Vol. 31 No. 2

SIOP in the Science Classroom

Posted: Monday, February 3rd, 2014

by Stephanie Fisher

What is SIOP?

SIOP stands for Sheltered Instruction Observational Protocol. This practice is designed to make lessons as inclusive as possible for diverse populations in classrooms, allowing them to gain topic understanding and practice English language skills at the same time. This is done by building background information and the use realia so students find the content approachable. The correct use of SIOP strategies engages the students and prepares them for independent work. When all parts of SIOP are in place, the hope is that using strategies to increase reading, writing, speaking, and listening will lead to creating a more interactive environment.

How can it be beneficial to our population?

Throughout California we have seen increasing numbers of English language learners in all of our schools. With this increase, we also see designated EL classes being phased out and more diverse general education classes becoming more common.  SIOP was developed using EL/bilingual methods, best practices, and teacher’s experiences; and can be effective when used consistently and comprehensively with EL students in both homogeneous and heterogeneous populations. As a result, SIOP reaches not only EL students but also students that struggle with a concept, and keeps those who have mastered a concept engaged. Students are able to work on mastering grade level concepts while increasing mastery of language. Implementing SIOP strategies allows EL students to work on both language and concept mastery in the diverse classrooms that we are often given.

How can it be beneficial in a science classroom?

Science is a process and includes explaining observations. By increasing the use of concept-based language in the classroom, the chance of improving understanding and concept comprehension increases. Using SIOP not only increases language use as a whole, but also understanding and comprehension of scientific concepts that are being covered. With the onset of NGSS, we work with our students not only to give answers but more importantly, explanations that include the review of evidence, detailed observations, and comparison of events or points of view.

How can it be applied in the classroom?

When used regularly, SIOP can become almost second nature. I use a variety of strategies to enhance my lectures. Unfortunately, lectures can be dry and students often become bored and more like copy machines than teenagers during lectures. To improve student engagement, I break up my lectures with constructive interactive practices for my students. For example, one idea would be to include practice problems every few slides in a PowerPoint. This can serve as a formative assessment and allows students to practice a concept before they go home to apply it to homework. It can also allow misconceptions to be cleared up before they compound.

Another strategy would be to include a more thought provoking question within a lecture, and employ the “Think-Pair-Share” technique in which students work on the question as an individual for a minute or two, then discuss their answer with their table partner. This creates an environment where students are able to discuss in their own language if need be before they are called on or volunteer to answer in front of the class.

If there is a natural break in your lecture, include a graphic organizer (a.k.a. concept map), where students must go back over their notes to fill in commonalities and relationships among ideas throughout the lecture. This lets the student review their notes one more time, synthesize them into a big picture, and provides them with a quick reference point when studying.

Increasing structured interaction within a classroom can be daunting for teachers that have more challenging populations or students that are more social. However, by creating a more controlled environment, students are given specific goals and the tools to meet them. This may take extra time and effort when planning your lessons, but by frontloading your work effort, you are rewarded with students who are more engaged and with a lesson.

Stephanie Fisher is a science teacher at Warren High School, Downey, CA and is a member of CSTA.

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

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Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.