SIOP Model
This paper will discuss Chapter 5 and the continuum of strategies using the SIOP model and the appropriate situations to use each within the classroom. It will also discuss when these strategies may be used inappropriately in the classroom.In research literature, learning strategies of three types have been identified, which are cognitive strategies, meta-cognitive strategies, and social/affective strategies. Cognitive strategies assist students in organizing information through learning that is self-regulated. Meta-cognitive strategies use awareness, interaction, and reflection in a manner that is interrelated, integrated, and recursive. Social/Affective Strategies are affective and social influences on learning. Enhanced learning is possible when people interact with each other to clarify their doubts or when they involve
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Questioning could be incorporated throughout topic instruction, including debate/discussion questions at varied levels like literal, analysis and evaluation, application and synthesis, and synthesis and evaluation. This way, through SQP2RS activity, the difficulty of text could be effectively reduced and at the same time, it can be ensured that the cognitive demand of the questions is not reduced.Teaching of strategies to students by a teacher can happen in an inappropriate manner if a teacher asks students to make predictions based on the topic title, does not probe into student responses to encourage deeper thinking about the topic, does not ask for other predictions, or does not reinforce and build upon other students ' predictions during the reading of text from the topic. It is often the case that teachers ask students for predictions, accept the responses, and move on further with the topic without actually expanding or revisiting them later in their instruction (Echevarria et al,
Questioning could be incorporated throughout topic instruction, including debate/discussion questions at varied levels like literal, analysis and evaluation, application and synthesis, and synthesis and evaluation. This way, through SQP2RS activity, the difficulty of text could be effectively reduced and at the same time, it can be ensured that the cognitive demand of the questions is not reduced.Teaching of strategies to students by a teacher can happen in an inappropriate manner if a teacher asks students to make predictions based on the topic title, does not probe into student responses to encourage deeper thinking about the topic, does not ask for other predictions, or does not reinforce and build upon other students ' predictions during the reading of text from the topic. It is often the case that teachers ask students for predictions, accept the responses, and move on further with the topic without actually expanding or revisiting them later in their instruction (Echevarria et al,