<span style="font-family: Arial; font-size: large;"><strong><span style="color: #ff9933; font-size: large;">Sheltered Instruction</span></strong></span>

Table 1: Sheltered Instruction & Scaffolding Techniques Underpinning HELP Features

Key Sheltered Instructional Principle
 HELP Feature
 
Increase content comprehensibility using extra-linguistic cues. 
(Krashen, 1992; Parker 1985)
 Synchronizes audio, visual, text, and interactivity (every page) to create a visual connection between words and meaning. For example, corresponding vocabulary, symbols or pictures flash in sync with audio.
 
Direct, targeted vocabulary development: technical & academic English.
(ASCD, 2007; Marzano, 2004; Collier, 1987; Cummins 1979, 1981)
 Explicitly teaches vocabulary includes a bilingual & pictorial dictionary & contextual hyperlinks (every page). Includes key concept vocabulary (fractions, tessellation), supporting vocabulary (numerator, plane) & academic English (simplify the expression, which of the following, if not X then Y).
 
Build background concept knowledge and pre-requisite skills.
(Marzano, 2004)
 Provides comprehensive foundational lessons and tools to individualize & customize lessons and curriculum. Both grade level and prior grade content is always easily accessible.
 
Review and assess throughout with frequent comprehension checks.
(Short and Echevarria, 1999; Heward, 2009)
 Provides immediate corrective and encouraging, positive feedback, consistent throughout all lessons and quizzes. HELP interactivity with unobtrusive testing and feedback is provided shortly after each instruction and demonstration.
 
Break down math procedures and concepts into small “learning chucks”.
(Miller, 1956)
 Demonstrates procedural steps and algorithms associated with problem solving.
 
Home language support and translations to make content comprehensible.
(Franco, 2005) 
 Provides Spanish audio and full bilingual translation (every page).
 
Recycle prior knowledge & connect what students already know with what they are learning. 
(Short and Echevarria)
 Provides visual & contextual hints and clues throughout the program and “Need More HELP” buttons on every “Try-It” page. HELP never allows a student to “get stuck”. 
 
Increase connections to student lives. 
(Short and Echevarria) 
 Provides “Real World” scenarios at the start of each lesson.
 
Increase Higher Order Thinking Skills. 
(Short and Echevarria) 
 Explicitly teaches problem solving approaches & test-taking skills – how to read, comprehend and answer ‘look alike’ questions from state standardized math tests. Integrative NCTM process standards (e.g., communication, representation, approximation, etc.) are woven into each lesson.
 
Repetition and reinforcement of concepts, procedures and vocabulary through interaction.
(Short and Echevarria) 
 Incorporates games, puzzles and interactivities throughout all lessons (e.g. number lines, base10 blocks, drag & drop, money, matching, etc.) which consistently repeat, vary and contextualize the math concepts and vocabulary. 
 
Repetition and reinforcement 
(Short and Echevarria) 
 Manipulatives available throughout the program (e.g. calculator, protractors, rulers, fraction strips & wheels, thermometers, etc.) with structured and patterned activities around clear, embedded lesson objectives.
 
Scaffolds the learner by providing a cognitive support to move student just beyond what they can learn unassisted.
(Vygotsky, 1978; Bruner, 1976)
 In addition to all of the above techniques, HELP is also replete with music, animation, color, providing a non-threatening environment for practice, knowledge construction, and “play”. The “math coach” in the audio speaks at a moderate rate with mild and encouraging tone. If the student does not understand, they can replay the audio or look up the Key Terms which they do not understand or want a visual example of the term.
 
Scaffolds the mathematics content instruction (Vygotsky) and simultaneous language acquisition (Short and Echevarria). 
 Clear math and language objectives for each lesson, embeds NCTM Focal Points into lesson objectives & course structure, the content thus builds and spirals. Problems/concepts are sequenced to progress from easy to more difficult and procedural and problem solving strategies develop from teacher (program) modeled to student-directed.
 
