WORK
VIRGI2018
Class16_SIOPInteraction.pptxApril 6th
SIOP – Interaction and comprehensible input
Upcoming
Next Monday: Presentation on Communicative Method
D2L posting on Unit 3
Teaching philosophy
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Opportunities
for
Interaction
Grouping
Configurations
Wait
Time
Clarification
of
Concepts
in the L1
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How do we increase the opportunities for students to engage in interaction? By increasing the opportunities for peer interaction, and teacher-student interaction, and if there are still communication breakdown, if possible, to clarify things and elaborate on things in students’ L1
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Interaction
Learners benefit from structured opportunities to use the target language in different settings.
Opportunities in the classroom should involve practice using academic language not just social language.
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I remember that Matt said in his teaching philosophy, he realized a good teaching is always well structured. I agree. teaching is not something spontaneous, you cannot just say, okay, let’s group language learners with native speakers together and expect them to work magic. You have to structure the opportunity, to consider all the possible challenges, problems language learners might encounter and think about how you can prevent native speakers in the class from taking the dominant role and language learners just keep silence.
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Opportunities
for
Interaction
Grouping
Configurations
Wait
Time
Clarification
of
Concepts
in the L1
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Wait Time
Many teachers are uncomfortable with silence.
It may be difficult to determine the source of silence. It may be the result of
the learner processing input & planning a response
the learner struggling and becoming uncomfortable.
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some of you mentioned in your presentation reflection that when you spot that students did not quite engage in the activity, you did not wait for them, but instead you would answer the question for them. Right? Sometimes, we should allow some silent moments between the teacher and the students. This could happen a lot to new teachers, when they feel no one is volunteering answers or responding to him, he would just say something to get over the silence. One way you can try, is to stare at your students. This is what I experienced with one of my phd classes. there are five of us. And it’s a really difficult course, lots of readings and difficult concepts. We all keep silent in class and expect the teacher to give lecture. No, the teacher instead, created lots of opportunities for us to say something. No group discussion. She is so good at tolerating the silent moments. She just waited, and stared every one of us one by one, until some one finally couldn’t hold it, and said something. I mean, don’t get me wrong, I suffered a lot, and was scared, but it is these moments that force me to keep sharp, to always think, and be prepared to be called. It turned out that I learned most in that class.
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Wait Time
Teachers may be preoccupied with meeting a deadline, and find it easier and quicker to complete students’ phrases.
Alternative:
If a learner doesn’t respond, offer an either/or question – the learner can choose between the two possible responses.
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Teacher – Student interaction
Opportunities for learners to use the language orally means that teachers need to watch the amount of teacher talk.
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Teacher – student interaction
This SIOP segment emphasizes the importance of
balancing linguistic turn-taking between the teacher and students, and among the students.
encouraging elaborated responses from students through use of information (vs. Yes/No) questions that elicit more information and interpretation (higher-order thinking skills).
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so something to think about when you initiate teacher- student interaction, first, how you balance linguistic turn-taking. second, how do you encourage more detailed responses from students. I mean, of course, you can ask questions like, what is happiness. I guess, you did not give students a landing point to answer this question, it’s better to start with a question that they can answer using yes/no, right? Do you think happiness means having lots of money? Starting from there and encourage more detailed responses, have students to actually think about the question.
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Creating Opportunities for T-S Interaction
Expansion requests and questions such as
“Tell me more about that”
“What else can you think of?”
“Does that remind you of something we talked about before?”
“Why is that important?”
Calling on/allowing other students to extend a classmate’s response or partial response.
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Restatement of a response “In other words…is that accurate?” (may be necessary if EL’s response is difficult to understand).
Pausing to allow ELs to process the language and formulate an additional response.
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These two suggestions are specifically for language learners. First, if you do not understand what your students are saying, try to restate their response, or pause to allow them to process, and formulate another response.
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Nonverbal T-S Interaction
Dialogue journals
Ideas are shared with the teacher, who can use the opportunity to model appropriate written text. May be handwritten or electronic.
Penpal email exchange (or other telecollaborative project) with another class in another country.
Has also been used with college-level foreign language classes (e.g., Penn State).
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Creating Opportunities for S-S Interaction
Creating tasks for meaningful learner-learner interaction, which allows learners to
practice speaking and making themselves understood
negotiate meaning
ask and answer questions
clarify ideas
give and justify opinions
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Opportunities
for
Interaction
Grouping
Configurations
Wait
Time
Clarification
of
Concepts
in the L1
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S-S Interaction
Configurations:
Individual work,
pairs (dyads or partners),
triads,
small groups (4-5),
whole-class.
Purposes: literature circles, jigsaw readings, debates, science experiments, brainstorming ideas, peer editing of writing
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Grouping Configurations
Provide a variety of grouping patterns:
Whole-class groups: develop a sense of classroom community (cohesion).
Flexible small groups: promote awareness of multiple perspectives and encourage collaboration.
Small groups and dyads: provide practice opportunities, scaffolding potential, development of learner autonomy.
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Grouping Configurations
Some learners feel more comfortable with certain grouping patterns.
Varying them addresses different learning styles.
Practical value of small groups: More efficient for the teacher to circulate and interact with students.
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Groups
May be homogeneous or mixed in terms of language proficiency or language background.
Grouping by language proficiency may block learning opportunities through scaffolding from other somewhat more advanced learners.
Grouping by language background may encourage learners to converse in their L1 instead of the target language.
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