Using Multiple Perspectives in Observations of Diverse Classrooms: The Sheltered Instruction Observation Protocol (SIPO)

doi:10.1017/CBO9780511616419.002

2 - Using Multiple Perspectives in Observations of Diverse Classrooms: The Sheltered Instruction Observation Protocol (SIPO)

Published online by Cambridge University Press: 23 November 2009

Jana Echevarria and

Edited by

Roland G. Tharp and

Jana Echevarria: Affiliation:
Department of Educational Psychology, California State University, Long Beach
Deborah J. Short: Affiliation:
Center for Applied Linguistics, U.S. Department of Education
Hersh C. Waxman: Affiliation:
University of Houston
Roland G. Tharp: Affiliation:
University of California, Santa Cruz
R. Soleste Hilberg: Affiliation:
University of California, Santa Cruz

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Summary

Mai knew that the teacher wanted her to become a good writer. And the teacher, Mrs. Galinski, had the students write every day in this 2-hour summer school class. For a half hour each morning, they would read a newspaper article individually and then discuss it as a class. Next, they had 30 minutes to write about the topic in their journals. Sometimes Mai understood the topic, like the article about teenagers getting drunk and crashing a car, but at other times she didn't, like the article on global warming, which had a lot of unfamiliar science words. For 20 minutes (after a 10-minute break), students would then volunteer to read their story or essay aloud, but Mai was too nervous about her English skills and her writing ability to speak up. The American students read aloud, and once in a while one of her fellow English as a Second Language (ESL) classmates took the chance too. Mrs. Galinski would comment on the students' texts, but Mai and the other students didn't. The class ended with 30 minutes of sustained silent reading, which Mai enjoyed because she could read what she wanted to and never had to talk about it. At the end of the class, the teacher would collect their journals and mark them in the evening, returning them the next day. Mai would try to understand the teacher's comments, but she wasn't sure her writing was improving. The teacher would write “Awkward phrasing,” “Verb tenses don't match,” “No clear antecedent,” and “Use more descriptive words,” but Mai didn't know what to do.[…]

Type: Chapter
Information: Observational Research in U.S. Classrooms
New Approaches for Understanding Cultural and Linguistic Diversity
, pp. 21 - 47

DOI: https://doi.org/10.1017/CBO9780511616419.002 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2004

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