Helping English Learners Access STEM
Much of the subject matter in science, technology, engineering and mathematics (STEM) education is conceptually complex, which is why it is challenging for many students, and is all the more challenging for English learners. These students are learning English while they tackle complex concepts, high level vocabulary, and dense text. Take, for example, topics such as robotics, electrochemistry, magnetism, phylogenetics, and net forces. Students – and adults – may find some of these topics intimidating but they need not be. Content from any topic area can be made accessible for English learners given the right learning environment.
The SIOP Model is a teaching approach designed to make grade-level content comprehensible for English learners. Its 8 components and 30 features combine to provide teachers with guidance for planning and executing lessons that help English learners become active participants in grade-level learning. SIOP teaching provides access to content by modifying the delivery of instruction so that information is made understandable. Although the content of STEM courses is rigorous, there is evidence that English learners can be successful in these classes. Using effective teaching with English learners is particularly important now as math and science instruction has evolved to include more emphasis on advanced concepts to meet science and math standards.
In SIOP’s Lesson Preparation component, content objectives and language objectives make the purpose of each lesson transparent for English learners so that they know what to expect, and what is expected of them. Objectives allow both teachers and students to focus attention on what is most important to learn, which prepares them for assessments. Content objectives identify what students will learn and be able to do in the lesson, and language objectives address the aspects of academic language that will be developed or reinforced. These objectives should be stated in clear and simple language, posted for the students to see, introduced at the beginning of the lesson, and reviewed at the end of the lesson to determine whether the objectives were met. Sharing objectives with students may lower anxiety about a topic because students can see that challenging subject matter is presented in manageable parts.
Building Background encourages teachers value and use the many assets students bring to the classroom and to build upon them. SIOP teachers make topics relevant by linking academic content to students' own experiences and language, they activate students' prior knowledge and fill in where there are gaps in students' background. There is an emphasis on learning and practicing the vocabulary associated with STEM topics. Many scientific and mathematical terms have Latin roots so words are similar between Spanish and English (or other Latin-based languages such as Portuguese and Romanian), called cognates. Explicitly teaching cognates helps students acquire vocabulary and shows them the relationship between English and their home language.
Comprehensible Input supports English learners’ understanding of instruction as teachers use visuals , multimedia, gestures, well-enunciated speech – any teaching techniques that clearly conveys the message to students and supports their understanding. Another feature of comprehensible input is giving clear instructions for completing tasks, assignments and activities. English learners benefit from instructions that are presented step-by-step, modeled, and written for reference.
Strategies urges teachers to remember that English learners are capable of higher level thinking even when their oral or written expression may be limited in demonstrating their actual knowledge. SIOP teachers ask a variety of questions, some that are literal but many more that promote critical thinking and extend students' thinking. English learners are capable of learning challenging grade-level material when they're provided with appropriate scaffolding.
Interaction provides opportunities for students to work together to solve problems, use collaborative inquiry, conduct experiments, research topics, and so forth all the while they are practicing and expanding their lexicon. SIOP teachers encourage students to use language to discuss the content they’re learning, whether in science, (See Talk Activities Flowchart created by Kerri Wingert and Abby Rhinehart), math, or related content areas.
The Practice & Application component ensures that lessons involve more than paper and pencil tasks. Students practice and apply concepts through activities, games, play, and hands-on tasks. Through the process of practice and application, students refine both their understanding of the content as well as their oral and written expression of those understandings. Much of STEM has application to daily life and the world around us. Skilled SIOP teachers make those connections so that English learners become aware of the relevance of topics to their own lives.
Lesson Delivery guides teachers to make sure that the pace of teaching is appropriate, and that instruction is true to their SIOP lesson plan, meeting the lesson's content and language objectives. In doing so, each building block of learning is presented clearly and meaningfully.
Review & Assessment calls for frequent checks for understanding to make sure that students are engaged and follow along. Additional scaffolds may be needed such as reviewing, restating, or creating a visual for clarification. In assessing a lesson or unit, multiple forms of assessment such as presentations, portfolios, performance assessment, laboratory activities, and group projects are used to ensure that acquisition of knowledge and skills is being assessed. Students' level of English proficiency may confound assessment results when relying exclusively on written question-and-answer tests.
SIOP teaching supports English learners in accessing STEM content by providing opportunities for students to achieve academically through high quality, grade-level instruction that is meaningful and engaging, and communicates high expectations for English learners' success.