<span style="font-family: Arial; font-size: large;"><strong><span style="color: #ff9933; font-size: large;">HELP Math Pedagogy</span></strong></span>
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	<li><span style="font-family: Arial; font-size: x-small;"><strong>HELP Instructional Pedagogy</strong>
HELP  employs a research-based pedagogy for teaching ELLs mathematics and other  academic content that had proved effective <em>in a classroom setting</em>. This  instructional methodology is called Sheltered Instruction Observation Protocol  or the SIOP Model (Short &amp; Echevarria, 1999). The sheltered method—devised  initially for ELLs—is proving to be increasingly popular with non-ELL teachers  and has demonstrated remarkable success with non-ELL students in a classroom  setting.
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	<li><span style="font-family: Arial; font-size: x-small;"><strong><a href="Sheltered%20Instruction.wmv">Click  here to see a demonstration of the use of sheltered instruction techniques.</a> </strong>
</span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-small;">The purpose  of this video is to offer the viewer an understanding of what it feels like for  a non-native speaker to learn math content in a second language. In this six  minute video, Lynda Franco, expert in English language acquisition, takes the  listener through a mathematics lesson. The first two minutes of instruction are  provided solely in Spanish in a manner typifying teacher-led textbook practice.  In the second part of the video, Ms. Franco delivers the same math lesson;  however, this time, she uses sheltered instruction techniques to illuminate the  content. </span><span style="font-family: Arial; font-size: x-small;">
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<div><span style="font-family: Arial; font-size: x-small;"><strong>HELP Math is the first  instructional program to successfully incorporate sheltered instruction  practices into a comprehensive academic curriculum <span style="text-decoration: underline;">using  technology</span>.</strong>
HELP’s sheltered instruction is designed to improve  a student’s understanding of the content, while simultaneously developing their  English language proficiency using specific techniques:</span>
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	<li><span style="font-family: Arial; font-size: x-small;">Increasing comprehensibility by scaffolding the  learning, e.g. breaking down concepts into small, comprehensible “learning  chunks”; synchronizing visuals, audio and interactivity. </span></li>
	<li><span style="font-family: Arial; font-size: x-small;"><em>Targeting vocabulary development </em>by  emphasizing math content language as well as academic English; available to  students as hyperlinked words within the instruction, and within an online  dictionary of mathematical terms.</span></li>
	<li><span style="font-family: Arial; font-size: x-small;"><em>Providing bilingual support</em> which offers  further student support. Teacher has the option of switching on/off.</span></li>
	<li><span style="font-family: Arial; font-size: x-small;"><em>Explicitly teaching problem-solving and  test-taking skills,</em> providing multiple opportunities for student responses  and immediate corrective feedback when errors are made. </span></li>
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	<li><span style="font-family: Arial; font-size: x-small;">If you would like more information about the <a href="http://www.ncela.gwu.edu/" target="_blank">National Clearinghouse for  English Language Acquisition and Language Instruction Educational Programs  NCELA; please click this link.</a></span></li>
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