Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers

Abstract

This collaborative self-study explored three graduate students’ perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The study consisted of four qualitative forms of data collection. First, the researchers interviewed participants regarding their experiences viewing, editing, and sharing their videos. Then, they examined participants’ written reflections of their lesson demonstration, focusing on best practices for teaching English learners (ELs). Using the constant comparative method, they coded the interview transcripts, participant reflections, and instructor feedback. Researchers performed a document analysis of course materials (e.g., instructions, rubrics, lesson plan templates) to better understand and contextualize participants’ perceptions of the lesson demonstration process within the course. The findings indicated that participants benefited from the process in a variety of ways, while experiencing minimal or no challenges. In reviewing and editing the footage, participants expressed how they were able to view their teaching from a new vantage point and identify unique opportunities for future growth from other professional development strategies. Due to participants’ limited sharing of the video, this stage of the process was not fully explored.

Notes

1 While we prefer to use the term "bi/multilingual" students for its asset orientation (Martínez, 2018), for the purposes of this study we are discussing the subset of bi/multilingual students who are labeled EL by the state. For the sake of consistency with state data and research, we will use the term "EL."

2 https://sites.google.com/view/ell-lessons/home/about-the-process?authuser=0

Additional information

Notes on contributors

Jacqueline Riley

Dr. Jacqueline Riley is an associate professor at Texas A&M University-Commerce in the Department of Curriculum and Instruction, where she teaches classes which prepare pre-service and in-service teachers to meet the cultural and linguistic needs of emerging bilinguals. Dr. Riley actively participates in research related to ESL/bilingual teacher development and using technology as a tool to teach language and content.

Alexandra Babino

Dr. Alexandra Babino is an assistant professor of Bilingual/ESL Education at Texas A&M University-Commerce. She explores how and why bilinguals become biliterate and bicultural from a systems’ perspective in dual language and teacher preparation programs. She is also coauthor of Radicalizing Literacies and Languaging: A Framework toward Dismantling the Mono-mainstream Assumption (In press) with Palgrave MacMillan.