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SIOP Feature 22 Provide Activities that Integrate All Language Skills

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Giving students a maximum number of opportunities to apply their knowledge and understanding of content and language is vital to their learning.  Applying knowledge is, after all, what we expect our students to be able to do.
SIOP Feature 22 Provide Activities that Integrate All Language Skills
The final feature of this SIOP component encourages teachers to seek ways to integrate all four domains of language (speaking, listening, reading, writing) into meaningful practice activities.  This is a powerful way to help students use strengths that they have in one language domain to develop strengths in other language domains.   In fact, the research suggests that the propensity to learn triples when teachers integrate the four domains of language (or four language skills).
​Here are three ways to make this happen:
Information Gaps:  Just like the name sounds, information gaps are activities that integrate the four domains of language into one task.  Each person has a portion of the answers, and together they have them all.  The objective is to share your information with others.
Group Tasks:  Any activity that has students speaking and listening as well as reading and writing will do just fine.  An example of this would be students interviewing one another on a specific topic, writing down their peers' responses and sharing them with someone else.
Jigsaw:  A jigsaw is similar to an information gap in that each person has one piece of the puzzle, and together they have the whole puzzle.  For example, each person can read a different article on the same subject, summarize it, and share it with their peers.
SIOP Encourages teachers to integrate language practice into everything
Whatever name you want to giving it, there is a lot of research that underscores the value of integrating the four domains of language.  The SIOP Component of Practice and Application remind us of this importance.
The sixth component of SIOP nudges teachers to look for ways to maximize student opportunities to interact with the content and the language.  Doing this in a way that gets students interacting with one another will make it more meaningful (and more engaging) for the students.
TESOL Trainers provides empowering and engaging professional development
TESOL Trainers can make SIOP come alive for all teaching staff.  Our use of experiential learning, engaging lessons, and scores of easy-to-use techniques empowers teachers with new approaches to connecting students to the langauge, the content, and one another.
John Kongsvik, the director of TESOL Trainers, presents a model lesson on run-on sentences here. The 150 participating teachers become students an get a feel for what the lesson is like through the eyes of a learner.  
Everyone who participates in our professional development says the same thing:  "This was the best workshop I have ever attended."  We offer traditional and remote professional development solutions.
SIOP Feature #25: Engage Students 90-100% of the time
Does that sound like a tall order?  Engaging students for the entire class?  Well, consider what we have if we don't have engaged students:  nothing.  Student engagement is paramount to learning and the first ingredient as it signifies desire, a willingness to learn.  Fortunately, SIOP provides a ton of clues as to how we can gain and maintain student engagement in our classrooms.
SIOP Feature 25 Engage Students 90-100% of the time
Student engagement is a critical ingredient to learning and teaching.  If students are not engaged, how can they willingly learn anything?  Student engagement must be the first, second, third, and final thing that goes through our minds as educators.  If students aren't engaged, we need to ask ourselves why and try and determine the best course of action.  Here are three things you can do to re-engage a disengaged classroom of students:
1. Mix-n-Mingle Time:  Get students up and moving.  If students aren't engaged, ask them to stand, find a friend, and talk about two things:  (1) what they were day dreaming about (2) what their big take away from the lecture was.  Any time we can get students up and moving, we get the blood flowing, we change the scenery a bit, and we re-engage them.
2. Turn-n-Talk Time:  Get students to speak to other students.  When you sense lack of engagement, try getting the students to do a pair share.  Sharing something with a partner has the effect of getting students to engage again in their own learning process.   Students learn more from one another than they do their peers; the effective teacher is the one who knows that and whose teaching reflects that. ​
​​3. Student Do Time:  Get students to do the work.  When we do more work than we should, students disengage as they take a passive role to their own learning. 
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