Derek Visser ELED 4440 Final Exam Part B 1. A. No I do not agree with this statement.

I think that if SIOP is implemented correctly that all students will benefit. There is even a feature within the model that requires engagement of all the students in each lesson. It is the responsibility of the teacher to make sure that activities and strategies are varied so that all students will benefit from each lesson and be engaged. B. Teachers can use tiered instruction to make sure that the needs of each student are met as well as using the SIOP model as intended. If the teacher is explicit in their instruction to the whole class and provided an extra exposure or two to students that need it such as ELs or struggling learners, this will ensure that every students need is met. 2. 1. Why do you think this person was elected as the first president? 2. What attributes does a good leader need? 3. Do you possess these attributes? It is important to use a variety of techniques with ELLs because there may be one way of looking at something that doesnt make much sense to them or may not resonate with their background or previous knowledge, while another activity, technique or strategy just might. Different types of questioning promote different types of thinking. We need to ask different questions of students if we want them to think in more than one way and be able to form their own thought and opinions about different things. 3. Teacher A does not incorporate the SIOP model almost at all. It seems like there was some sort of objective and an assessment, but the link between the two relied purely on lecture. Teacher B incorporates the SIOP model more fully. There was interaction, links to knowledge and previous learning as well as practical application of the content. There was more thinking involved in the lesson taught be teacher B and more questioning as well as a practical assessment rather than just memorization of facts and regurgitating answers. 4. The best way for a teacher to know if students are engaged and understanding what is being taught is through formative assessment. The teacher can ask questions, have students share thoughts and answers with one another (while the teacher listens for understanding), a thumbs up or down technique can be used to check for engagement and understanding as well. Teachers have a million different ways that they can know if a student is engaged or not, the simplest way is through observation. It only takes a few

seconds of looking at a student to know if they are engaged or not. It is important that students be engaged, and understand what is being taught throughout a lesson so that the learning gap doesnt grow larger. The more a student doesnt understand the less they will get in the future. They need to learn certain things in sequence so it is critical that they are engage in every lesson. 5. For teaching a set of vocabulary words the three ways that I would group students would be in small groups, with a partner, and whole group. I would have the partners share examples of each of the vocabulary words so that they can link the new words to their backgrounds. I would have the students work together in small groups to match a picture of the vocabulary word to the word itself on a graphic organizer. In whole group I would have each student have a slip of paper with the word, definition, example or picture on it and they would have to organize themselves into groups of 4 that all correspond to that vocabulary word. The ELLs would be placed with a buddy and in a small group with another student that spoke their L1 if available. As a teacher I would easily be able to help and observe students that need help and assist where needed for all of different groupings and activities associated with each group. I would be able to walk the room and listen to each student to check for understanding and formatively assess.