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AMAIA ALONSO, JANIRE GUERRERO, LAURA CELIS Y ESTHER LÓPEZ.
SCAFFOLDING
INDEX
 WHAT IS SCOFFOLDING?
 TYPES OF SCAFFOLDING
 HOW CAN WE SCAFFOLD LEARNING?
 KEY CONCEPTS AND THE CLIL CLASSROOM
- SCAFFOLDING FOR RECEPTIVE SKILLS (LISTENING AND
READING)
- SCAFFOLDING FOR PRODUCTIVE SKILLS (SPEAKING AND
WRITING)
 CLIL TEACHER
 ACTIVITIES
What is Scaffolding?
 The ability of problem solving and other strategies
can be divided into three categories:
Those that the
student can do
independently
Those students
that cannot be
even with help
those that the
student can
perform with
the help of others.
SCAFFOLDING Scaffolding can be provided for
listening, speaking, reading and writing
tasks
It can be used to help learners
form ideas and learn language.
Some learners need more support than
others.
Content Language
*This scaffolding is fundamental in CLIL
The scaffolding is therefore those structures, activities or strategies
that support provided by the teacher so that students build
knowledge. It consists of facilitate and provide support that serves
those students that they need to achieve the goal of learning.
Types of scaffolding
Scaffolding for
reception
Used to ensure that
students extract the
necessary information
Scaffolding for
transformation
It helps the student in
processes such as
compare, contrast,
find patterns..
Scaffolding for
production
Support the student
needs to create or
produce something
new.
How can be scaffold
learning?
 Examples:
 Creating interest
 Using visuals and realia
 Demonstrating tasks
 Using model texts for production
os language
 Breaking down tasks into small
steps
 Using word banks, writing frames…
•Many different ways
•Considerer the
language we use.
Key concpets and
the CLIL classroom
Scaffolding for
receptive
skills:
• Listening
and reading
Scaffolding for
productive skills:
• Speaking
and writing
Scaffolding listening
and reading
Examples from the
curriculum(READING)
Pre-teach or elicit
new content
vocabulary
Ask learners
to underline
key language
at word and
sentence
levels.
Use visual organisers so
learners can make
notes as they listen or
read.
Word level: specialist
academic vocabulary
.Setence level: matching
definitions to vocabulary.
Select 8-10 key content
words to pre-teach or
elicit from the complaints
made by customers.
Draw three different visual
organiser on the board and
ask learners to choose the
most appropriate to show the
problems and solutions.
Scaffolding for all four skills:LISTENING,SPEAKING,
READING AND WRITING
Talk about what learners might hear, say, read or write.
Use vosual organisers to brainstorm vocabulary that might
be heard, spoken, read or written.
Question learners to avoid misunderstandings
Allow time for learners to ask questions about the tasks.
Give oral written feedback on how well leraners have done
their work.
Scaffolding speaking and
writing
 Talk about what is going
to be said or written.
 Use visual organisers to
brainstorm ideas learners
might use.
 Encourage collaborative
work so learners can
provide scaffolding for
each other.
Examples from the
curriculum (WRITING)
 Tell learners about who
we can define and
classify parts of a
machine.
 Use a tree diagram for
learners to agree on
who to organise the
different parts of a
computer.
 Put learners in small
groups to compare and
contrast the organisation
of their tree diagrams.
CLIL Teacher
Facilitate
understanding
and learningKnow to raise
this scaffolding
Learn
strategies that
will facilitate
the language
Collaboration
between the
tutor and the
CLIL teacher
ACTIVITY 1
The idea of scaffolding emerge with
the theories of:
a. Piaget
b. Vygotsky
c. Dodge
b. Vygotsky
According to Dodge there are two
types of scaffolding: Scaffolding for
reception and scaffolding for
production.
a. TRUE
b. FALSE
b. FALSE
A CLIL teacher need to know to raise this
scaffolding or support a timely but simple
way to facilitate understanding and
learning.
a. TRUE
b. FALSE
a. TRUE
One way to scaffold learning is to
carefully consider the language we use.
a. TRUE
b. FALSE
a. TRUE
ACTIVITY 2
Conclusion
- Scaffolding can be used to help learners form
ideas and learn language.
- The CLIL teacher needs to learn
strategies that will facilitate the language so that
the content is more accessible.
-The scaffolding is those structures, activities or
strategies that support provided by the teacher so
that students build knowledge.
-The scaffolding consists of facilitate and provide
support that serves those students that they need
to achieve the goal of learning.
Bibliography
http://www.isabelperez.com/clil/clil_m_2_scaffolding.htm
Dodge, B. 1998. “Schools, skills and scaffolding on the Web”.
Dodge, B. 2001. "FOCUS: Five rules for writing a great
WebQuest." Learning & Leading with Technology, 28, 8: 6-9.
Vigotsky, L. S. 1978. Mind in Society: The Development of Higher
Psychological processes. Harvard University Press, Cambridge,
MA.
Mehisto, Marsh & Frigols (2008) “Uncoverning CLIL. Content
anda Language Integrated Learning in Bilingual and
Multilingual Education”. Macmillan. Thailand

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Colloquium14

  • 1. AMAIA ALONSO, JANIRE GUERRERO, LAURA CELIS Y ESTHER LÓPEZ. SCAFFOLDING
  • 2. INDEX  WHAT IS SCOFFOLDING?  TYPES OF SCAFFOLDING  HOW CAN WE SCAFFOLD LEARNING?  KEY CONCEPTS AND THE CLIL CLASSROOM - SCAFFOLDING FOR RECEPTIVE SKILLS (LISTENING AND READING) - SCAFFOLDING FOR PRODUCTIVE SKILLS (SPEAKING AND WRITING)  CLIL TEACHER  ACTIVITIES
  • 3. What is Scaffolding?  The ability of problem solving and other strategies can be divided into three categories: Those that the student can do independently Those students that cannot be even with help those that the student can perform with the help of others.
  • 4. SCAFFOLDING Scaffolding can be provided for listening, speaking, reading and writing tasks It can be used to help learners form ideas and learn language. Some learners need more support than others.
  • 5. Content Language *This scaffolding is fundamental in CLIL The scaffolding is therefore those structures, activities or strategies that support provided by the teacher so that students build knowledge. It consists of facilitate and provide support that serves those students that they need to achieve the goal of learning.
  • 6. Types of scaffolding Scaffolding for reception Used to ensure that students extract the necessary information Scaffolding for transformation It helps the student in processes such as compare, contrast, find patterns.. Scaffolding for production Support the student needs to create or produce something new.
  • 7. How can be scaffold learning?  Examples:  Creating interest  Using visuals and realia  Demonstrating tasks  Using model texts for production os language  Breaking down tasks into small steps  Using word banks, writing frames… •Many different ways •Considerer the language we use.
  • 8. Key concpets and the CLIL classroom Scaffolding for receptive skills: • Listening and reading Scaffolding for productive skills: • Speaking and writing
  • 9. Scaffolding listening and reading Examples from the curriculum(READING) Pre-teach or elicit new content vocabulary Ask learners to underline key language at word and sentence levels. Use visual organisers so learners can make notes as they listen or read. Word level: specialist academic vocabulary .Setence level: matching definitions to vocabulary. Select 8-10 key content words to pre-teach or elicit from the complaints made by customers. Draw three different visual organiser on the board and ask learners to choose the most appropriate to show the problems and solutions.
  • 10. Scaffolding for all four skills:LISTENING,SPEAKING, READING AND WRITING Talk about what learners might hear, say, read or write. Use vosual organisers to brainstorm vocabulary that might be heard, spoken, read or written. Question learners to avoid misunderstandings Allow time for learners to ask questions about the tasks. Give oral written feedback on how well leraners have done their work.
  • 11. Scaffolding speaking and writing  Talk about what is going to be said or written.  Use visual organisers to brainstorm ideas learners might use.  Encourage collaborative work so learners can provide scaffolding for each other. Examples from the curriculum (WRITING)  Tell learners about who we can define and classify parts of a machine.  Use a tree diagram for learners to agree on who to organise the different parts of a computer.  Put learners in small groups to compare and contrast the organisation of their tree diagrams.
  • 12. CLIL Teacher Facilitate understanding and learningKnow to raise this scaffolding Learn strategies that will facilitate the language Collaboration between the tutor and the CLIL teacher
  • 13. ACTIVITY 1 The idea of scaffolding emerge with the theories of: a. Piaget b. Vygotsky c. Dodge
  • 15. According to Dodge there are two types of scaffolding: Scaffolding for reception and scaffolding for production. a. TRUE b. FALSE
  • 17. A CLIL teacher need to know to raise this scaffolding or support a timely but simple way to facilitate understanding and learning. a. TRUE b. FALSE
  • 19. One way to scaffold learning is to carefully consider the language we use. a. TRUE b. FALSE
  • 22. - Scaffolding can be used to help learners form ideas and learn language. - The CLIL teacher needs to learn strategies that will facilitate the language so that the content is more accessible. -The scaffolding is those structures, activities or strategies that support provided by the teacher so that students build knowledge. -The scaffolding consists of facilitate and provide support that serves those students that they need to achieve the goal of learning.
  • 23. Bibliography http://www.isabelperez.com/clil/clil_m_2_scaffolding.htm Dodge, B. 1998. “Schools, skills and scaffolding on the Web”. Dodge, B. 2001. "FOCUS: Five rules for writing a great WebQuest." Learning & Leading with Technology, 28, 8: 6-9. Vigotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological processes. Harvard University Press, Cambridge, MA. Mehisto, Marsh & Frigols (2008) “Uncoverning CLIL. Content anda Language Integrated Learning in Bilingual and Multilingual Education”. Macmillan. Thailand