The Studentcentered Sheltered Instructional Approach SSIA Model Guevara, 2006, Improves Academic Per

1
The Student-centered Sheltered Instructional
Approach (SSIA) Model (Guevara, 2006), Improves
Academic Performance In ELL StudentsByEduardo
Guevara, PhD Bagwell, M Condon, L Garcia, R
Larralde, J Levriene, J Minter, J Moore, K
Topps, U Villa, J.

• Conference for the Advancement of Science
  Teaching
• Fort Worth, November 6-8, 2008.

2
ACKNOWLEDGEMENTS

• The members of the first group of educators
  trained to implement the SSIA Model.
• Galveston County Regional Collaborative
• South East Regional Teaching Science Technology
  Engineering Mathematics
• (T-STEM) Center.
• Cesar Chavez High School (Houston ISD).

3
SUMMARY

• The Student-centered Sheltered Instructional
  Approach (SSIA) Model (Guevara, 2006).SSIA
• Developed throughout my practice as Science
  Educator in Texas, the SSIA is a Comprehensive,
  Systematic, Project Based Learning (PBL) Model.
• The objective of this workshop is to share the
  results of the Pilot experience of SSIA trained
  teachers implementing the Model in six Texas
  school districts during the academic year
  2007-2008.

4
CONTENTS

• 1. Background
• 2. Framework of the SSIA Model
• 3. The Pilot Experience of the SSIA Model
• 4. Results of Implementing the SSIA Model
• 5. Lessons Learned
• 6. References

5
1. BACKGROUND

• Teaching is not the piling on of learning,
  information, data, facts, skills and abilities
  -thats training or instruction- but is rather
  making visible what is hidden as a seed
• Sir Thomas Moore (1515)

6
Profile of Most ELL Students

• Increasing ELL enrollment (U.S. Census Bureau,
  2004) challenges Teacher Preparation and
  Instructional Delivery.
• Science grades in 9th/10th graders ELLs tend to
  be lower than in non-ELL (Castillo-Comer, C.
  2006).
• Disenfranchised and frustrated ELLs tend to
  disengage and withdraw from the learning process,
  leading to disruptive behaviors and low
  self-esteem.
• Low Educational Attainment (LEA) limits career
  options compromises level of qualification
  within the labor force.
• Continued LEA has a negative impact on
  productivity at large, as well as upon the Tax
  Revenue Base.

7
Profile of Student-centered Teachers

• Believe that new knowledge grows from previous
  knowledge
• Engage students by asking thought-provoking
  questions
• Their classrooms are discovery chambers, not
  dissemination centers
• Their students show increased levels of
  independence, have positive attitudes and
  contribute to the development of professional
  competences

8
The Principles of the SSIA Model

• Consistent Structure Focus on Student
  Needs/Learning Styles Classroom Management,
  reinforced with promotion of Parental Involvement
  Parent Education, in a non-threatening
  environment
• Learning by Doing Classroom Lab activities are
  Project-based, Inquiry-based (The Driving
  Question) Hands-on centered, linked to Computer
  Technology coupled with Self-reflection
  Feed-back.

9
2. FRAMEWORK OF THE SSIA MODEL (Guevara, 2006)

• Project Based Learning
• Consistent Structure
• Consistent Strategies

10
Educational Realm Before the SSIA Model
11
Educational Realm After Implementing the Model
12
Project Based Learning, Core of the Model

• Structured around driving questions, tasks
  products
• Learners use prior knowledge to explore,
  negotiate, interpret create they construct
  solutions
• Teachers do considerably less busy work
  activities
• Projects teach students the same essential
  information teachers might teach through lecture
  and discussion
• Projects do not cover a laundry list of topics
  teachers identify the most important ideas and
  concepts and incorporate those topics into
  projects.

13
The Driving Question and PBL

• Open Ended Focus students on integration,
  synthesis critical evaluation of information
  arising from real-world situations.
• Challenging Engages students interest, leading
  to investigating learning criteria, confronting
  difficult issues trying out unfamiliar
  situations.
• Consistent with curricular standards and
  frameworks Leads students to master skills,
  knowledge processes that define a course of
  study.

14
Instructional Flow of the SSIA Model

• Consistent Structure
• Classroom Management
• - Routines, Contracts and
  Expectations
• - Daily attendance Sign-in sheet
• - I Need Tutorial Sign-in sheet
• - Individual student Folder
• Notebook to support individual Learning Styles
• Rubrics for assignments and feedback
• Periodical contact with parents
• Field Trips including Parents as chaperones.

15
Instructional Strategies In The SSIA Model

• Learning by Doing
• Cooperative Learning Class Discussion
• Note-taking Strategies Index Cards
• Hands-on Activities and their Product
• - Classroom Weekly Labs
• - Monthly Research Projects Class
• Presentations of Student-built Working
  Models
• - Computer Lab Internet Search
• Time Management
• Scaffolding
• The Chunking Technique

16
Hands-on Weekly Classroom Labs

• Procedural Scaffolding
• Group configuration provides different levels of
  support to students as they gain greater levels
  of proficiency skills
• Feedback is elicited from parents

17
Hands-on Weekly Classroom Labs In The SSIA Model

• Cooperative Learning
• Focused to answer two basic questions
• What did I learn today?
• How do things work?
• Students are encouraged to share what they have
  learned with their parents

18
Monthly Research Projects Class Presentations
of Student-built Working Models

• Learning by Doing
• Applying the engineering cycle
• - Design
• - Prototype testing
• - Fine tuning
• - Working model
• Class presentation

19
Computer Labs In The SSIA Model

• Surfing the Internet and developing Power
  Point presentations
• Students are encouraged to rehearse their
  presentations at home, in the presence of their
  parents

20
Field Trips In The SSIA Model Focused on
Projects on Driving Questions
21
Promoting Parental Involvement

• Science Nights Pot Luck Dinners at Schools
• Celebrate students accomplishments
• Improve communication information sharing in a
  non-threatening environment
• Acknowledgment of Parents importance
  contributions
• Recognition to anyone else involved in supporting
  the students accomplishments

22
3.THE PILOT EXPERIENCE OF TRAINING TEACHERS
AND IMPLEMENTING THE SSIA MODEL IN TEXAS
DURING ACADEMIC YEAR 2007-2008
23
Teacher Training in the SSIA Model (July
31-Nov. 10, 2007)

• Sponsored by Galveston Regional Collaborative
  the S.E. T-STEM Center for 19 teachers from 6
  school districts
• Instruction Practice at UTMBs Educational
  Outreach Program (Summer Institute)
• Field experience at NASAs Johnson Space Center
• Instruction Practice at Cesar Chavez H.S
• Science Nights Pot Luck Dinners at schools
• Implementation of the Model in their classrooms

24
2007 Teacher Training in the SSIA Model
Instruction Teacher Practice at UTMBs
Summer Institute
25
2007 Teacher Training in the SSIA Model Field
experience at NASAs Johnson Space Center, as
part of the Summer Institute
26
Fall 07 Instruction Practice at Cesar Chavez
H.S.Trainees practicing their newly acquired
skills with students fellow teachers in
classroom situations
27
2007 Teacher Implementation of the Model Science
Nights Pot Luck Dinner at Schools
28
2007 Teacher Implementation of the Model Science
Nights Pot Luck Dinner at Schools
29
2007 Teacher Implementation of the Model Science
Nights Pot Luck Dinner Schools
30
4.RESULTS OF IMPLEMENTING THE SSIA MODEL

• Statistical analysis The t-test, which
  focuses on the difference between pairs of
  measurements (Start and End of Semester) in the
  same individuals throughout Fall 2007 and Spring
  2008.,

31
Results of Implementing the SSIA Model
32
Comparison of Science Pre- and Post-intervention
Median values
Legend A pre-intervention Bpost intervention
33
Comparison of ESL Pre and Post intervention
Median values
Legend A Pre-intervention B Post intervention
34
T-test of the implementation of the SSIA Model
35
Meaning of the T-test for the SSIA Model

• Null Hypothesis
• There is no statistical difference in the Mean
  value before and after the Implementation of the
  SSIA Model
• P-value of t-test 0.05
• Conclusion
• With a 95 Confidence Interval, the Null
  Hypothesis is rejected and therefore, there is a
  statistical difference in the Mean values before
  and after the implementation of the SSIA Model.

36
5. LESSONS LEARNED

• Parents Reported Improvement in
• Communication with their children
• Interaction with Teachers
• Involvement in their childrens education
• Support of the educational goals for their
  children
• Their own validation as part of the educational
  process
• Self-steem and motivation to improve their own
  education
• CHALLENGE REACHING OUT TO ALL PARENTS

37
5. LESSONS LEARNED

• Teachers Reported Improvement in
• Quality of student participation
• Quality of team work
• Quality of Individual work
• Timely submission of assignments
• Bench Mark scores
• Class Averages
• Communication with Students
• Communication with Parents
• Classroom management issues
• Reduction in discipline referrals
• CHALLENGE TRAINING MORE TEACHERS IN THE MODEL.

38
6. REFERENCES

• Castillo-Comer, C. Pickhard, I. (2006). Current
  Educational Attainment. Texas Education Agency
• Guevara et. al. (2007). The Student-centered
  Sheltered Instructional Approach Model (Guevara,
  2006), Improves Academic Performance in ELLs.
  CAST Conference, Austin, TX, November 2007
• U.S. Census Bureau. (2006). Yearly average data
  2000-2002.
• Zemmelman et al. (1998). National Perspective on
  the Shift in Teaching and Learning IN
  Professional Development Guide on Sheltered
  Instruction, Region IV / TEA. 2002

39
Eguesansta08_at_gmail.com