Week 5 - Reflective Essay

    This week's lecture focused on the Sheltered Instruction Observation Protocol (SIOP). Before commencing the class, Dr. Lina informed us about the assignment change, shifting from an in-class presentation to a multimedia presentation. She revisited the previous topics covered in the past weeks, such as the four levels of people in the world. Additionally, she delved into inquiry-based learning, including the jigsaw activity and the top six teaching strategies.

    Dr. Lina also introduced Kolb's learning cycle, also known as the experiential learning cycle, and revisited the Digital Computer Education framework from the previous week. She emphasised teaching and learning, empowering learners, and facilitating learners' digital competencies. Furthermore, she briefly touched upon Krashen's second language acquisition, which was covered in the second week of lectures.

    In the lecture, she presented a list of teaching strategies suitable for micro-teaching and future teaching endeavours. Dr. Lina also discussed Socrates' teaching method, characterised by his use of questioning to stimulate his students' metacognitive skills. Additionally, she reviewed the 5R framework, emphasising its application in our reflective essays.

    Dr. Lina connected her research on teachers' mediation in students' cognitive and metacognitive development to the eight components of the SIOP model. She provided an introduction to the SIOP model, emphasising the importance of lesson plans for educators and the concept of sheltered instruction, which helps learners comprehend content. She discussed the learning objectives of the SIOP model and encouraged group discussions.

    The lecture continued with an in-depth exploration of the 30 features across the eight components of the SIOP model. We engaged in a memorization exercise, working in pairs to remember these components and features. A student, Si Tao, was chosen to present the SIOP model to the entire class.

    During the tutorial session, Prof. Lee, a guest speaker who initially introduced the SIOP model to the School of Education, shared his insights and experiences related to the model. Dr. Lina employed gamification as a teaching strategy, using a random name picker to involve the class in answering questions. Patrick was selected by the random name picker and effectively answered questions regarding the eight components of the SIOP model.

    We also participated in a semi-jigsaw group activity, where we selected questions prepared by Dr. Lina and presented them to the class. Within our groups, we assigned roles such as recorder, timekeeper, presenter, and discussants. This allowed us to evaluate a senior's lesson plan using the ABCD model for writing objectives.

    Prof. Lee's contribution provided us with valuable insights and a deeper understanding of the SIOP model, enhancing our learning experience!

    Sitting in a circle brought me great joy, a departure from our usual classroom setup with tables and chairs. The change in environment was refreshing!

    My elation turned to surprise when she announced the unexpected alteration in the format of the solo presentation. It piqued my curiosity and added an element of unpredictability to the class.

    I was pleased with her decision to revisit the topics from the past few weeks, ensuring that these fundamental concepts were deeply ingrained in our understanding. It highlighted her commitment to our learning.

    One of the most surprising revelations was discovering the pivotal role played by the SIOP model in aiding learners' comprehension of content. It opened my eyes to a valuable teaching approach.

    Si Tao's remarkable ability to memorise and explain the eight components and 30 features of the SIOP model in simple terms left me amazed. Her clarity made complex ideas accessible to all.

    The semi-jigsaw activity, which allowed us to identify content and language objectives within a senior's lesson plan, was particularly enjoyable. It encouraged engagement and collaborative learning.

    Gaining more insights into the SIOP model through Prof. Lee's informative sharing was a source of satisfaction. His expertise added depth to our understanding of the subject.

    The shift in seating arrangements evokes memories of my high school days, where we had the freedom to arrange our classroom seating as we saw fit. Our teacher believed this fostered an environment conducive to effective work and learning.

    The alteration in the presentation format harks back to my foundation year when I had to present for courses like "Oral Communications for Academic Purposes" and "Principles of Education." In those instances, we were required to record ourselves rather than deliver in-person presentations.

    The SIOP model has proven immensely helpful, serving as a valuable tool for properly structuring the lessons in our Education Showcase from the previous year. It streamlined the process and enhanced our presentation's quality.

    The shift towards multimedia presentations was motivated by Dr. Lina's intention to acquaint us with technology. Syafii et al. (2019) have demonstrated that utilising multimedia presentation strategies can notably improve students' ability to correctly pronounce English words. These strategies are also known to kindle heightened student interest and active participation in the teaching and learning process.

    Dr. Lina's encouragement for us to revisit prior knowledge is grounded in the idea that learning is essentially about forging connections between new knowledge and a learner's pre-existing mental framework, as emphasised by Ji & Lee (2021). This learning process compels students to reflect on what they already know, apprehend new knowledge, and subsequently integrate it with their existing understanding.

    Inquiry-based learning, an approach lauded by Hmelo-Silver et al. (2007), involves educators guiding and providing necessary support as students immerse themselves in investigative activities, which are primarily centred around formulating questions, accumulating and evaluating data, and constructing well-founded arguments based on empirical evidence.

    Kolb's learning cycle, as expounded by Vince (2022), portrays learning as an ongoing, cyclical process rather than a linear journey. This perspective underscores that learning is not bound by a set path and dispels the prevailing notion that "good" leadership practice is governed by a fixed set of abilities.

    Saville-Troike (2005) explores second language acquisition, a field dedicated to the study of individuals acquiring a second language following their initial language acquisition during early childhood. Furthermore, Krashen's theory of comprehensible input underscores the importance of subconscious learning through exposure to comprehensible input, taking place within a low-anxiety learning environment.

    Wang's (2012) research underscores that students who primarily rely on teachers for guidance can transform into self-directed learners through the application of pedagogical strategies such as time-limited English talk shows, fostering student collaboration, and encouraging teacher-led questioning.

    The SIOP Model, which encompasses eight core components and thirty associated facets, has been demonstrated to enhance student achievement when all elements are employed in unison, as indicated by Echevarria et al. (2011), Echevarria et al. (2010), and McIntyre et al. (2010).

    Sheltered teaching, inspired by Krashen's (1985) theory of comprehensible input, as elucidated by Schleppegrell and O'Hallaron (2011), aims to prepare content area educators to simultaneously facilitate language and content acquisition for multilingual learners. The core principle behind this approach is the modification of language instruction to enhance comprehensibility, thereby allowing multilingual learners to engage with content at grade-appropriate levels without necessitating full mastery of the English language.

    Urh et al. (2015) assert that the incorporation of gamification techniques significantly bolsters student participation in higher education. These techniques infuse a sense of fun and interactivity into the learning process, aligning with Hanus & Fox's (2015) findings, which highlight the heightened motivation experienced by students.

    Conducting group discussions, according to Mansfield and Volet (2014), not only encourages the exchange of diverse perspectives but also nurtures an environment conducive to providing constructive feedback and collectively tackling challenges. This aligns seamlessly with collaborative problem-solving, promoting a dynamic learning atmosphere.

    In my future educational pursuits, I aim to incorporate the SIOP model as an essential tool to assess and monitor my students' comprehension. This model, in my opinion, serves as an invaluable means to gauge how well students are grasping the subject matter and ensures that language barriers are minimised, enabling a more inclusive and effective teaching approach.

    I firmly believe that the successful application of sound teaching strategies plays a pivotal role in not only capturing students' interest but also in improving their overall learning achievements. As an educator, my goal is to create a learning environment that fosters active participation and engagement among students, thus leading to enhanced educational outcomes. This belief underlines the idea that pedagogy and instructional methods significantly impact the quality of education provided and the success of learners.

References 

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Echevarria, J., Short, D., & Powers, K. (2010). School reform and standards-based education:

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