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    Scaffolding2907 Scaffolding2907 Presentation Transcript

    • Aim High
      Turkey, August 2010
    • How it works in the classroom
      'Scaffolding in Language Learning’
    • In this session you will discover:
      PPP and how it works
      Scaffolding and how it helps a learner
      How ‘Aim High” incorporates both to achieve learning success.
    • What do we mean by ‘parts of the language’?
      • P
      • P
      • P
      resent
      ractice
      roduce
    • What’s the point of P.P.P?
      ‘... different parts of the language are taught separately and step-by-step so that acquisition is a process of all the parts until the whole of the language has been built up’
      (Wilkins, 1976)
    • What’s the point?
      ‘End in mind’ – What are the goals in teaching or learning a language?
      Introduce / revise target language
      Use language in a meaningful way
      Communicate in a meaningful way
      How can this be achieved through the PPP structure?
      Present
      Practice
      Produce
    • Role of teacher / student in learning process
    • Role of teacher / student in learning process
      This is the most teacher-orientated stage of the process as it is the introduction to a lesson
      Present
      Practice
      Produce
      Student independence increases
      The teacher still directs but the classroom is beginning to become more learner-centered.
      The learners have started to become independent users of the language. The teacher’s role here is to facilitate.
    • Stage 1 - Present
      • What does the presentation stage involve?
      • Setting the context
      • Exploring new words, grammatical structures and sounds
      • Exploring rules
      • Building on existing knowledge
      • A chance to pronounce
    • Present
      How much do you think the student depends on the teacher in this stage?
    • Stage 1 - Present
      • How can we present
      Setting the context
    • Present
      • Setting the context
      • Exploring new words, grammatical structures and sounds
      • Building on existing knowledge
      • A chance to pronounce
    • Stage 2 - P
      ractice
      What’s this? What’s it got to do with learning English?
    • ‘One ... provides a scaffold ... and then removes the scaffold part by part as the … structure can stand on its own’
      (Donato, 1994)
    • Present
      How much do you think the student depends on the teacher in this stage?
    • Practice
      Have the roles of the teacher and student changed?
    • Stage 2 - Practice
      • What does practice involve?
      Students familiarising themselves with new vocabulary, grammatical structures and sounds
      Teacher guiding students
      Error correction / peer correction / self correction
      Repetition
      Teacher guided pair work / group work
    • Practice
      Controlled practice
      Suits weaker students/mixed ability classes
      Teacher can cross-check comprehension
      Examples – gapfills, mcqs, true/false questions
      Free practice
      Suits stronger students
      Prepares students for autonomous production
      Examples – pair work/ group work, students’ own answers
    • Practice
    • Stage 3 - P
      roduce
      What happens in stage 3 of the PPP process?
      • Teacher
      • Takes a step back
      • Can focus attention on weaker students
      • Students
      • Can use this acquired knowledge to communicate (with teacher, peers and others)
      • Use more imagination and creativity
    • Produce
    • Produce
      2 significant changes in how the learner is now using language
      Focus has shifted from form to meaning (learners are effectively communicating)
      Productive skills (writing and speaking) play a bigger role
    • Present
      Lead In (introduce the topic)
      Language in context (Reading or listening)
      Language Focus
      Practice
      Controlled practice (scaffolding) and some freer practice
      Produce
      Free practice, such as doing a role-play
    • Advantages of PPP structure
      Makes life easier for the teacher
      language presented in context
      Integrates all the skills into lesson
      Flexible presentation stages
      Traditionally students like Controlled Practice
      Scaffolding build confidence
      Various learning style catered for
      In 2 and 3 phases teacher has space to deal with mixed ability learners
      Helps leads learners towards autonomy