Draw their attention to differences and similarities between written and spoken genres, varieties and languages. Accustom your students to analyse and talk about language use.Give examples of appropriate use of language in different genres but also of language functions, such as describing, comparing, summarising, evaluating and so on. Walk students through an interaction or first do the activity together as a class activity. Provide clear examples of what a developing product looks like. Model tasks, activities and anticipated language use.Do not simplify the curriculum but rather amplify and enrich the linguistic and extralinguistic context, so that students get many opportunities to come to terms with the information involved and may construct their understanding on the basis of multiple clues and perspectives encountered in a variety of class activities.Reintroduce concepts cyclically at higher levels of complexity and inter-relatedness and allow students time to develop their understanding of ideas and to self-correct their misunderstandings.Support effective student interaction in groups by providing a thinking sheet or set of instructions to help them stay focused.Provide effective participation for all students (work in pairs, groups, individually and with the whole class under teacher-direction).Develop students’ metacognition by setting explicit learning goals and sharing and assessing them with them.Sequence the tasks so that each task serves as a building block in relation to the subsequent one.Weave new information into existing mental structures by building on students’ existing knowledge and current language skills in their mother tongue and second language.Do you consider these characteristics typical to teaching the language of schooling? What characteristics are better represented and which ones less?.Micro-level scaffolding is often improvised, as the need for it arises spontaneously during ongoing classroom interaction between students or between the teacher and the students.īelow is a list of characteristics related to macro and micro-level scaffolding and to how content-based language learning is made effective. Scaffolding ranges from macro-level (e.g.planned curriculum progression over time) to micro-level (the pedagogical procedures used in a particular classroom activity). How would you develop the activity to provide further possibilities for scaffolding for all learners?.Keeping the three learner profiles in mind, consider what types of scaffolding can be linked to these tasks.What types of scaffolding have a minor role in current teaching practices? Why?Ģ) Look at the basic tasks taken from language of schooling textbooks.What types of scaffolding are usually adopted in the most target-oriented way?.Learning presupposes initiative and agency on the part of the learner.ġ) Reflect on these definitions of scaffolding compared to language of schooling teaching practices in your country: Overall, the ability to self-regulate governs all learning. Working alone and using one’s inner resources: learning strategies, resources in the environment, inner speech, knowledge, experience, memory, strength.Interaction with less capable peers: learning by teaching, opportunity to verbalise, clarify and extend one’s own knowledge of the subject matter.Interaction with equal peers: collaborative problem solving for gaining new knowledge.Assistance from more capable peers or adults: a learner teaching another learner.Other types of interactional dimensions can be identified in scaffolding:
Scaffold meaning in education how to#
Scaffolding makes the students aware of how to do the learning tasks and how to learn new content, so that they will be better able to complete tasks on their own.Īccording to van Lier (2004: 158), scaffolding learning is not limited to teacher–student interactions. What a student can with support today, (s)he will be able to do alone tomorrow.
Scaffolding is by definition temporary help that assists students to become more independent and capable of handling learning more on their own. The term “scaffolding” refers to the support that enhances learners’ ability to develop new knowledge and skills that are transferable to new contexts. Reflect on the key ideas What is scaffolding? How is scaffolding applied in the teaching of language of schooling?
0 kommentar(er)
