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  • 1. Aim High
    Turkey, August 2010
  • 2. How it works in the classroom
    'Scaffolding in Language Learning’
  • 3. 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.
  • 4. What do we mean by ‘parts of the language’?
  • 5. resent
  • 8. 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)
  • 9. 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?
  • 10. Role of teacher / student in learning process
  • 11. 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
    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.
  • 12. Stage 1 - Present
    • What does the presentation stage involve?
    • 13. Setting the context
    • 14. Exploring new words, grammatical structures and sounds
    • 15. Exploring rules
    • 16. Building on existing knowledge
    • 17. A chance to pronounce
  • Present
    How much do you think the student depends on the teacher in this stage?
  • 18. Stage 1 - Present
    • How can we present
    Setting the context
  • 19.
  • 20. Present
  • 21.
    • Setting the context
    • 22. Exploring new words, grammatical structures and sounds
    • 23. Building on existing knowledge
    • 24. A chance to pronounce
  • 25. Stage 2 - P
    What’s this? What’s it got to do with learning English?
  • 26. ‘One ... provides a scaffold ... and then removes the scaffold part by part as the … structure can stand on its own’
    (Donato, 1994)
  • 27. Present
    How much do you think the student depends on the teacher in this stage?
  • 28. Practice
    Have the roles of the teacher and student changed?
  • 29. 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
    Teacher guided pair work / group work
  • 30. 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
  • 31.
  • 32.
  • 33. Practice
  • 34.
  • 35.
  • 36. Stage 3 - P
    What happens in stage 3 of the PPP process?
    • Teacher
    • 37. Takes a step back
    • 38. Can focus attention on weaker students
    • 39. Students
    • 40. Can use this acquired knowledge to communicate (with teacher, peers and others)
    • 41. Use more imagination and creativity
  • 42.
  • 43.
  • 44. Produce
  • 45.
  • 46. 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
  • 47. Present
    Lead In (introduce the topic)
    Language in context (Reading or listening)
    Language Focus
    Controlled practice (scaffolding) and some freer practice
    Free practice, such as doing a role-play
  • 48. 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