SIOP - The Society for Industrial and Organizational Psychology - Modal

For this benchmark, create an in?depth, 15 slide PowerPoint presentation to inform other teachers in your school district of the benefits of using the SIOP model as a teaching framework. This presentation should elaborate on the empirical research that shows the benefits of the SIOP framework when used with general education students as well as with ELLs. Your presentation should include: A brief historical overview of some of the major educational policies that have shaped ELL instruction. A brief description of socioeconomic, political, and legal influences on instruction for ELLs.

INTRODUCTION
 The essay is going to be structured on the benefits of the SIOP model as a teaching framework.
 The definition, along with its significant features, will be provided on its processing and functioning on
general education students.
 It will also be based on ELLs.
 A few significant policies based on education will be discussed that transformed the ELLs.
 The influences on socio-economic, political and legal are going to be supported along with its demerits and
merits.
 The desired conclusion and further consequences will be drawn in order to support the research.

SIOP MODEL
 The Sheltered Instruction Observation Protocol is referred to as the
model, which is a research-based method of instruction.
 It has been targeted towards achieving the scholarly needs of English
Language Learners (Inceli, 2015).
 It is simply defined as the model based on instructions that help to assure
the English language learners (Koura & Zahran, 2017).
 It helps them to build their content as well as language necessities which
are met in their mainstream classrooms.

EIGHT COMPONENTS OF SIOP MODEL
The SIOP Model consists of eight constructional components that determine the aspects related to design the
lessons as well as delivering the lessons:
 The preparation of the lessons.
 Constructing the background.
 Comprehensible Input.
 Basic Strategies.
 Interaction.
 Practicing as well as Implementation.
 Delivering the lessons.
 Reviewing along with Assessment (Inceli, 2015).

DIFFERENT INFLUENCES ON ELLS
SOCIO-ECONOMIC INFLUENCE
 Poverty is the ultimate issue for
English language learners.
 There are various influences on
economic activities such as
overpopulation as well as lack of
education.
 Socio-economic conditions affect
the learning system, which may
cause over-usage of the native
language.
POLITICAL INFLUENCE
 The desire, as well as success in
learning of the English language
learners, are based on the influence
of power.
 Negative attitudes towards the
students can influence distant the
students with the language.
LEGAL INFLUENCE
 Specific responsibilities have
bounded several case laws that
are involved with the English
language learners.
 The constitution of laws has
directed several laws due to
which parents have the right to
decide about their child’s
upbringing especially in their
education.

ENGLISH LANGUAGE LEARNERS
 English language learners are students who lack fluent
communication.
 They may also lack while learning the English language
effectively.
 They belong to the homes who cannot speak the English
language (DiCerbo et al., 2014).
 These students definitely require the specialised form of
instruction in the English language as well as in their scholarly
courses.

W TO TEACH THE ENGLISH LANGAUGE LEARNER
 It should be presented in written as well as the visual format for their betterment.
 They should be engaged in teamwork (Lee & Buxton, 2013).
 Proper and healthy communication is required with the ESL teacher.
 They should grant scaffolding with their native language (Song, 2016).
 The vocabulary should be based on their respective cultures.
 The ESL teacher should provide sentence construction so that the students could practice in their academic
language courses (Koura & Zahran, 2017).

1.The preparation of lessons:
Constructing their base with appropriate knowledge.
Explicit instructions as well as modelling.
Implementation or practicing the work with proper
guidance.
An assessment based on content learned (DiCerbo et
al., 2014).
2. Constructing the background:
Removing and dismissing the assumptions.
Recognizing the true knowledge before addressing the
lessons.
Engaging all the students with practical experiences as
well as appropriate demonstrations (Lee & Buxton,
2013).
Learning and adjusting the language so that the student
can explore as well as imply it.

3. Comprehensible Input:
The students will understand what is being taught as
well as presented in front of them.
Teachers should utilizing the words that the students
can understand appropriately.
Incomprehensible instructions are allowed and
justified as long as the students can understand and
stimulate their ideas.
4. Basic Strategies:
Spreading effective relationships as well as culturally
responsive.
Making them learn all the effective skills across the
curriculum.
Focusing on the productiveness of language.
Taking effective time while speaking (Lee & Buxton,
2013).
Utilization of different modalities are a must.
Incorporating the native language of the students.
Utilizing advanced technology.

5. Interaction:
It will help them to make peers group and may get basic help
from them as well.
It may provide a set of confidence.
It may help to develop their character as well as personality.
They may feel more confident about their learning capabilities.
They will understand competition (Koura & Zahran, 2017).
6. Practicing as well as
Implementation:
The leaders must increase the language production as well as
interaction with the peers group.
They need to be taught English language vocabulary as well as
basic structures (Lee & Buxton, 2013).
There should be significant increase in parent involvement.
They should be provided with more writing opportunities.

7. Delivering the lessons:
They should regularly implement and practice their
lessons.
They should involve themselves in gaining effective
skills and knowledge.
They may improve their lessons by rectifying their
mistakes and slowly adapting the language (de Jong,
Harper & Coady, 2013).
8. Reviewing along with
Assessment:
The on-going assessments are equally important to
maximize their knowledge.
In stead of standardized tests, informal assessments should
be provided to the students.
It constitutes a better scenery for the students by developing
their individual skills, capabilities, and on-going
progression.

CONCLUSION
The ELL students should take their time in order to achieve their ultimate goals.
The leaders should utilize visual learning.
The students should actively interact with the peer groups for improving their communication.
There are some barriers and the influences may affect the learning drastically.
The desired outcome will be based on the comprehensible input as well as delivering lessons.

de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills for
elementary mainstream teachers of English language learners. Theory into Practice, 52(2),
89-97.
DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on
teaching academic English to English language learners. Review of Educational Research,
84(3), 446-482.
Inceli, O. (2015). The perceptions of English teachers to the SIOP® Model and its impact on
limited English proficiency. Journal of Ethnic and Cultural Studies, 2(1), 15-28.
Koura, A. A., & Zahran, F. A. (2017). The impact of sheltered instruction observation protocol
model on student teachers’ teaching skills and self-efficacy. Journal of Language Teaching
and Research, 8(4), 704-714.
Lee, O., & Buxton, C. A. (2013). Integrating science and English proficiency for English
language learners. Theory Into Practice, 52(1), 36-42.
Song, K. H. (2016). Systematic Professional Development Training and Its Impact on Teachers’
Attitudes Toward ELL s: SIOP and Guided Coaching. TESOL journal, 7(4), 767-799.
REFERENCES