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Scaffolding
The document discusses scaffolding language instruction. It begins with an agenda and introduction of the presenter. Scaffolding is then defined as temporary support that helps students develop new language skills, relating it to Vygotsky's zone of proximal development. An example is given of a father scaffolding his son's storytelling about visiting the zoo. Various scaffolding techniques are presented, including reducing degrees of freedom, message abundance, and joint construction of dialogues. The presentation concludes with a discussion of scaffolding activities teachers can use in the classroom.
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Scaffolding
- 1. Scaffolding Language Instruction Dr. AprilSalerno, Fulbright Scholar English Teaching Resource Center Oct. 1, 2015
- 2. Agenda Introductions What is “scaffolding”? Scaffoldingstations Sharing time
- 3. Who I am… April Salerno USA: University of Virginia Moldova: Fulbright Scholar at Ion Creanga State Pedagogical University, 2015-2016 States where I’ve lived: South Carolina, North Carolina, New Mexico, Virginia Peace Corps volunteer, 2003-2005 in Cuhurestii de Sus, r. Floresti
- 4. Introductions Tell us: Your name Your School What grades you teach How long you’ve been teaching
- 5. Pauline Gibbons: “ScaffoldingLanguage, Scaffolding Learning”
- 6. Jonathan Welch &the Choir of Hard Knocks Welch treated choir members as the people they could become. Getting started: https://www.youtube.com/watch?v=ljU0KDN-g7M After one year at the Sydney Opera House: https://www.youtube.com/watch?v=xP7UvjGyx3w
- 7. Gibbons, on scaffolding: “TreatingEL learners as the people they can become means that we see students not in terms of what they lack—in their case, full control of academic English— but as capable and intelligent learners who, with the right kind of support, are as able to participate in learning and achieve academically as their English- speaking peers.” (p. 3)
- 8. What is scaffolding? Schelă Prevents falling Supports new language development Temporary, while something is being built
- 9. Related Theory Vygotsky: Zoneof Proximal Development (ZPD) Krashen (i + 1), “comprehensible input” Swain: “comprehensible output”
- 10. Example dialogue Nigel:try eat lid Dad: what tried to eat the lid? Nigel: try eat lid Dad: what tried to eat the lid? Nigel: goat, man said no, goat try eat lid, man said no Later Nigel: goat try eat lid, man said no Mom: why did the man say no? Nigel: goat shouldn’t eat lid, (shaking head) good for it Mom: the goat shouldn’t eat the lid, it’s not good for it Nigel: goat try eat lid, man said no, goat shouldn’t eat lid, (shaking head) good for it Nigel, 14 months old, had been to the zoo. While he was looking at a goat, the goat tried to eat a plastic lid Nigel was holding. The zookeeper told Nigel he shouldn’t let the goat eat the lid because it wasn’t good for the goat.
- 11. Nigel’s new storyis “jointly constructed.”
- 12. Bruner (1978) Scaffolding =“the steps taken to reduce the degrees of freedom in carrying out some tasks so that the child can concentrate on the difficult skill he is in the process of acquiring”
- 13. Scaffolding ≠ Help “temporaryassistance by which a teacher helps a learner know how to do something so that the learner will later be able to complete a similar task alone” Future-oriented Aimed at increasing learner’s autonomy
- 14. High Challenge, HighSupport Classroom High Challenge High Support Learning / engagement zone (zone of proximal development) Frustration / anxiety zone Low Support Comfort zone Boredom zone Low Challenge
- 15. Example assignment: Allstudents must write a persuasive essay. Only the topic, in English Writes in L1 first Receives outline with transition words Receives outline with opening sentences Writes mostly in L1, with some words in L2
- 16. Example Outline In today’seducational environment, it is very important for pupils to understand how to use technology. … Pupils must know how to use technology in order to _________, ___________, and _____________. First, pupils must be able to __________. Second, pupils should know ___________. Finally, pupils should have opportunities to practice ___________. In conclusion, pupils must know how to use technology because it helps them to ________________, ___________________, and _____________.
- 17. Scaffolding from PaulineGibbons: “message abundancy” = delivering the same message in many different ways Example: GPS
- 18. “Message Abundancy” Example Teacher (holding a globe): What does the earth do? Students: It turns. Teacher writes “turns” on board. Teacher: it’s quite right what you all said … the earth turns … but there is another word that we can use … a special word that scientists use, a scientific word … so we can say the earth … rotates ... It turns … it rotates, look (demonstrates with globe) … so what’s it doing? … It’s rotating, it’s turning … so the earth rotates … the earth rotates (writes “rotates” next to “turns”)
- 19. Students need toengage in “substantive conversation” about a topic.
- 20. Practice with someof Gibbons’ scaffolding activities
- 21. “Line Up” Activity Makea line according to how many cousins you have. (Take a notebook and pen/pencil with you). Sentence starters (scaffold): How many cousins do you have? I have ____ cousins. Then, you go to the right / left.
- 22. Activity ideas –Stations 1.I’m Thinking of … 2.Describe and Draw 3.Text reconstruction 4.Thumbs up, Thumbs down 5.Dictogloss
- 23. Sharing Pick someonefrom your group to explain the activity you did. What results did you find?
- 24. Questions What questions doyou have?
- 25. Contact Information April Salerno,University of Virginia, Fulbright Scholar [email protected] 060123942
- 26. Think-pair-share In groupsof three or four, list the “scaffolds” you already give to students. That is, what temporary helps do you give them? Let’s compile a list together! The person in your group with the next birthday should share!
- 27. List of “scaffolds”we already use: Type here.