![]() Explanations - More detailed information to move students along on a task or in their thinking of a concept: Written instructions for a task verbal explanation of how a process works.Examples - Samples, specimens, illustrations, problems: Real objects illustrative problems used to represent something.Concept and mind maps - Maps that show relationships: Partially or completed maps for students to complete students create their own maps based on their current knowledge of the task or concept.Cue Cards - Prepared cards given to individual or groups of students to assist in their discussion about a particular topic or content area: Vocabulary words to prepare for exams content-specific stem sentences to complete formulae to associate with a problem concepts to define.Advance organizers - Tools used to introduce new content and tasks to help students learn about the topic: Venn diagrams to compare and contrast information flow charts to illustrate processes organizational charts to illustrate hierarchies outlines that represent content mnemonics to assist recall statements to situate the task or content rubrics that provide task expectations.Here are some common scaffolds and ways they could be used in an instructional setting. More complex content might require a number of scaffolds given at different times to help students master the content. Types of ScaffoldsĪlibali (2006) suggests that as students progress through a task, faculty can use a variety of scaffolds to accommodate students’ different levels of knowledge. In my next blog, I will explore how Collaborative Literacy offers explicit support for scaffolding instruction in support of English Language Learners.This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly. Allow students to collaborate with other students often as they discuss the learning.Provide discussion prompts (sentence frames) to support discussions.Use wait-time when asking questions to give all students an opportunity to respond.Allow for visual tools (organizers) as students manipulate information.Provide explicit modeling through visuals, gestures, and realia.Here are ways to provide procedural scaffolds: Tools and resources to support the students as they gain access to the learning. Engage in read-alouds in which you model correct pronunciations and prosody.Here are ways to provide verbal scaffolds: How information is verbally presented or explained to the students during instruction. When planning to meet the needs of ELL students we might consider incorporating two overarching types of scaffolds: 1. Students are able to take ownership of the learning and their classroom as a community of learners.Students take a more active role in learning.Teachers become facilitators of knowledge rather than content “experts”.Students feel free to ask questions, provide feedback, and support their peers.Students experience a supportive learning environment. ![]() Here are some benefits of scaffolded instruction: Scaffolding techniques when used strategically and correctly does take time, but it is well worth it! Through scaffolding, English Language Learners are given the opportunity and the necessary support to acquire language while meeting rigorous academic standards. A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and, in this case, language acquisition. Scaffolding in the classroom consists of helpful interactions between the teacher and the student that enable the student to do something beyond what he could do independently. As young children are first learning to speak a language, their parents and caregivers provide informal frameworks that facilitate the children’s learning. He used the term to describe young children’s oral language acquisition. Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. This type of instruction minimizes failure, which decreases frustration, especially for students acquiring a new language. Additionally, scaffolding presents opportunities for students to be successful before they move into unfamiliar territory. When the learning is scaffolded students are constantly building on prior knowledge and forming associations among new information, concepts, and language acquisition. Scaffolding has been praised for its ability to engage most learners. Teachers are supporting content and language acquisition simultaneously. When supporting English Language Learners during instruction we must consider that the instruction is two-fold.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |