Lowell T.

Phillips

Professor Reilly

ESLS 503

SIOP Lesson Reflection

1) I believe I was able to achieve both my content and language objectives. The former two

of my content objectives are simple recall and the class was able to exhibit these

objectives to some extent during the lesson. The last content objective and my language

objective was achieved in my debate activity. Students were able to effectively discuss

the content of the debate and do so in a way that was comprehensible and succinct.

2) I do believe that the students were well immersed in the vocabulary. The instruction

portion of the lesson went over the terms comprehensively. Then the students utilized that

language in the debate portion since the terms were tangential for understanding and

participating in that activity.

3) I could have had more interaction with students during the instruction portion of the

lesson. I did scaffold with the students opening into the presentation of terms and their

history, but I could have engaged students more seriously throughout that portion. The

debate portion however engaged students with myself as their instructor and their peers.

Whether it was in the preparation portions or the actual debate/discussion portions.

4) The first and foremost concern of my lesson since learning of the SIOP process is to

achieve comprehensible input. Conceiving of this term can enable an educator to attack a

variety of content and concepts with a bit of creativity and understanding. Next I would

say interaction is immensely important. Not just that it exists and/or is present in the

lesson, but that the interaction that takes place is meaningful and hopefully connected to
 prior learning. This leads into the importance of building background in education.

Establishing continuity is the first step to any lesson. If students do not understand the

context of why whichever lesson is important, they will likely dismiss it.

5) If I had to re-approach the lesson I would like to try to integrate more interaction with the

class during the instruction portion of the lesson. My scaffolding and discussion sections

accomplished this well, but I know it’s a personal challenge of mine to break the flow of

lecture once I get started. I also would like to figure out a proper way to have scaffolded

my discussion activity without spoiling the inquiry aspect do the debate. Though this is

more specific to the lesson itself than the format/style of the activity.