Review

USING THE SIOP MODEL FOR EFFECTIVE CONTENT TEACHING WITH
SECOND AND FOREIGN LANGUAGE LEARNERS
Keywords:
LANGUAGE, INSTRUCTION, LEARN, LESSON, CONTENT, MODEL, Language
Learners, Sheltered Instruction, ACADEMIC, students who are learning
This model, the SIOP Model (Sheltered Instruction Observation Protocol),

provides an explicit framework for organizing instructional practices to optimize the
effectiveness of teaching second and foreign language learners. The SIOP Model is
presented in the context of three settings: immigrant students who may or may not have
grade-level literacy in their mother tongue, bilingual students who are learning content
through a foreign language and students of English as a foreign language who are
learning professional content in English through English for Specific Purposes (ESP)
course.
Their experience from all three settings indicates that there is significant
improvement in achieving the learning outcomes for English Language Learners by
using this model of instruction. In some situations, students are learning a new language
through content teaching (such as Spanish-speaking students in Mexico learning science
through English) while others are learning new content in a new language (such as
immigrant Chinese-speaking students in Barcelona being taught with Catalan as the
medium of instruction). With high quality instruction that includes linguistic
accommodations, students have access to the core curriculum and learn the kind of
academic language they need to be successful in school.
Sheltered Instruction is a way of teaching that makes lessons meaningful and
understandable for second language learners. Sheltered instruction is used for content
area instruction in all subjects, e.g., social studies, math, science, reading and language
arts instruction, and across grade levels. The goal of sheltered instruction is to provide
access to the core curriculum by teaching in a way that is meaningful and
understandable for second language learners and through these modified lessons,
students learn academic language.
Sheltered teachers are cognizant that these students are learning a new language
at the same time they are learning new concepts, information, and skills --and they make
adjustments in lesson planning and delivery to facilitate their learning. Sheltered
instruction is not a watered-down version of grade level instruction but is a means for
making cognitively challenging lessons comprehensible to second language learners.
Other terms for sheltered instruction include sheltered English immersion (SEI), content
and language integrated learning (CLIL), and specially designed academic instruction in
English (SDAIE). The SIOP Model became a framework for teachers to present
curricular content concepts to second language learners through strategies and
techniques that make new information comprehensible to the students....
AN EFFECTIVE WAY OF DESIGNING BLENDED LEARNING: A THREE
PHASE DESIGN-BASED RESEARCH APPROACH
Keywords:
LEARN, ONLINE, GRAHAM, INSTRUCTOR, DESIGN, APPROACH, GROUP,
SATISFACTION, teaching approach, student satisfaction
As a result, blended learning (BL) has emerged as an alternative to alleviate the

challenges of online learning. The purpose of this design-based research study was to
determine what elements were needed to assist a higher education instructor
inexperienced in designing and teaching a BL course to successfully create and
implement it, and to document the instructor's perceptions about the first experience of
teaching a BL course.
Besides, the design and implementation of BL led the instructor to shift from a
passive teaching approach to an active teaching approach and allowed the students to
become active and interactive learners through the process of three iterative design
cycles. Because of such drawbacks of online learning, blended learning (BL) has
emerged to alleviate the weaknesses of online learning.
measured learner academic outcomes by making three examinations, giving one
research paper assignment and the course total grade, and student satisfaction by
administering the Student Opinion Questionnaire and the Constructivist On-Line
Learning Environment Survey in three teaching approaches including face-to-face,
Education and Information Technologies online, and BL in order to investigate the
impact of these teaching approaches on learner academic outcomes and satisfaction
found that there were no statistically significant differences between students' academic
achievement and satisfaction across the three teaching approaches.
This study conducted design-based research that explores the varied range of
designed innovations to help an inexperienced instructor in designing and implementing
a BL course to create an effective and efficient BL course in iterative design cycles and
reveal her experience in teaching the designed BL course as a real-life practice. First,
utilizing suitable resources, tools, and learning materials in an online learning
environment can be blended with a face-toface learning environment in order to design
active, interactive and collaborative learning environments. Second, increased access
and flexibility are key factors that enable instructors to design a flexible learning
environment where students have increased chances to have access to knowledge, social
interaction, and the human touch

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USING THE SIOP MODEL FOR EFFECTIVE CONTENT TEACHING WITH

SECOND AND FOREIGN LANGUAGE LEARNERS

This model, the SIOP Model (Sheltered Instruction Observation Protocol),

As a result, blended learning (BL) has emerged as an alternative to alleviate the

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