Scaffolding2907

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Scaffolding2907

  1. 1. Aim High<br />Turkey, August 2010<br />
  2. 2. How it works in the classroom<br />'Scaffolding in Language Learning’<br />
  3. 3. In this session you will discover: <br />PPP and how it works<br />Scaffolding and how it helps a learner <br />How ‘Aim High” incorporates both to achieve learning success.<br />
  4. 4. What do we mean by ‘parts of the language’?<br />
  5. 5. <ul><li>P
  6. 6. P
  7. 7. P</li></ul>resent<br />ractice<br />roduce<br />
  8. 8. What’s the point of P.P.P? <br />‘... 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’ <br />(Wilkins, 1976)<br />
  9. 9. What’s the point? <br />‘End in mind’ – What are the goals in teaching or learning a language?<br />Introduce / revise target language <br />Use language in a meaningful way<br />Communicate in a meaningful way <br />How can this be achieved through the PPP structure?<br />Present<br />Practice<br />Produce<br />
  10. 10. Role of teacher / student in learning process<br />
  11. 11. Role of teacher / student in learning process<br />This is the most teacher-orientated stage of the process as it is the introduction to a lesson<br />Present<br />Practice<br />Produce<br />Student independence increases<br />The teacher still directs but the classroom is beginning to become more learner-centered.<br />The learners have started to become independent users of the language. The teacher’s role here is to facilitate.<br />
  12. 12. Stage 1 - Present<br /><ul><li>What does the presentation stage involve?
  13. 13. Setting the context
  14. 14. Exploring new words, grammatical structures and sounds
  15. 15. Exploring rules
  16. 16. Building on existing knowledge
  17. 17. A chance to pronounce </li></li></ul><li>Present<br />How much do you think the student depends on the teacher in this stage?<br />
  18. 18. Stage 1 - Present<br /><ul><li>How can we present</li></ul>Setting the context<br />
  19. 19.
  20. 20. Present<br />
  21. 21. <ul><li>Setting the context
  22. 22. Exploring new words, grammatical structures and sounds
  23. 23. Building on existing knowledge
  24. 24. A chance to pronounce </li></li></ul><li>
  25. 25. Stage 2 - P<br />ractice<br />What’s this? What’s it got to do with learning English?<br />
  26. 26. ‘One ... provides a scaffold ... and then removes the scaffold part by part as the … structure can stand on its own’<br />(Donato, 1994)<br />
  27. 27. Present<br />How much do you think the student depends on the teacher in this stage?<br />
  28. 28. Practice<br />Have the roles of the teacher and student changed?<br />
  29. 29. Stage 2 - Practice<br /><ul><li>What does practice involve?</li></ul>Students familiarising themselves with new vocabulary, grammatical structures and sounds <br />Teacher guiding students<br />Error correction / peer correction / self correction<br />Repetition<br />Teacher guided pair work / group work<br />
  30. 30. Practice<br />Controlled practice <br />Suits weaker students/mixed ability classes<br />Teacher can cross-check comprehension<br />Examples – gapfills, mcqs, true/false questions<br />Free practice<br />Suits stronger students<br />Prepares students for autonomous production<br />Examples – pair work/ group work, students’ own answers<br />
  31. 31.
  32. 32.
  33. 33. Practice<br />
  34. 34.
  35. 35.
  36. 36. Stage 3 - P<br />roduce<br />What happens in stage 3 of the PPP process?<br /><ul><li>Teacher
  37. 37. Takes a step back
  38. 38. Can focus attention on weaker students
  39. 39. Students
  40. 40. Can use this acquired knowledge to communicate (with teacher, peers and others)
  41. 41. Use more imagination and creativity</li></li></ul><li>
  42. 42.
  43. 43.
  44. 44. Produce<br />
  45. 45.
  46. 46. Produce <br />2 significant changes in how the learner is now using language<br />Focus has shifted from form to meaning (learners are effectively communicating)<br />Productive skills (writing and speaking) play a bigger role<br />
  47. 47. Present<br />Lead In (introduce the topic)<br />Language in context (Reading or listening)<br />Language Focus <br />Practice<br />Controlled practice (scaffolding) and some freer practice<br />Produce<br />Free practice, such as doing a role-play<br />
  48. 48. Advantages of PPP structure<br />Makes life easier for the teacher<br />language presented in context <br />Integrates all the skills into lesson <br />Flexible presentation stages <br />Traditionally students like Controlled Practice <br />Scaffolding build confidence <br />Various learning style catered for<br />In 2 and 3 phases teacher has space to deal with mixed ability learners<br />Helps leads learners towards autonomy <br />

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