SlideShare a Scribd company logo

What Counts as Scaffolding? Implications for Language Teaching and Learning

Åhörarkopior från Pauline Gibbons föreläsning på Symposium 2015: http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/what-counts-as-scaffolding-implications-for-language-teaching-and-learning-1.231365

1 of 33
Download to read offline
What counts as scaffolding?
Implications for theory and practice in
language teaching and learning.
Assoc. Professor Pauline Gibbons
University of New South Wales,
Sydney, Australia.
What is scaffolding?
I do
We do
You do
What is scaffolding?
I do Teacher models,
shows,
demonstrates
We do Teacher and
student do a task
together
You do Student does the
task alone
What is scaffolding?
I do Teacher models,
shows,
demonstrates
Mainly teacher
directed
We do Teacher and
student do a task
together
Teacher supports
student as much
as is necessary to
do the task
You do Student does the
task alone
Handover to
student, student
becomes
autonomous
Scaffolding
• Is temporary help that assists a learner to move
towards new concepts, levels of understanding,
and new language;
• Enables a learner to know how to do something
so that the learner will be better able to complete
a similar task alone;
• Is future-oriented: “what a learner can do with
help today, s/he will be able to do alone
tomorrow”.
• Is aimed at ultimate ‘handover’, and learner-
autonomy.
High challenge
Low challenge
Low supportHigh support
Teaching-Learning Zones. (Based on Mariani 1997)

Recommended

Community language learning 1
Community language learning 1Community language learning 1
Community language learning 1Mayrita19
 
Silent way
Silent waySilent way
Silent wayLoc Le
 
Task Based Language Teaching - TBLT
Task Based Language Teaching - TBLTTask Based Language Teaching - TBLT
Task Based Language Teaching - TBLTMüberra GÜLEK
 
Community Language Learning ( CLL )
Community Language Learning ( CLL )Community Language Learning ( CLL )
Community Language Learning ( CLL )Youngphilosopher
 
task based language teaching TBLT
task based language teaching TBLTtask based language teaching TBLT
task based language teaching TBLTMohammed Imad
 

More Related Content

What's hot

The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching Mr. Robin Hatfield, M.Ed.
 
Teaching pronunciation
Teaching pronunciationTeaching pronunciation
Teaching pronunciationIvan Aguilar
 
Communicative language teaching
Communicative language teachingCommunicative language teaching
Communicative language teachingElvis Plaza
 
PPP teaching stages
PPP teaching stages PPP teaching stages
PPP teaching stages Marby Franco
 
Presentation about Suggestopedia
Presentation about SuggestopediaPresentation about Suggestopedia
Presentation about SuggestopediaFrancisco Gonzalez
 
Task based language teaching
Task based language teachingTask based language teaching
Task based language teachingYicel Cermeño
 
Community language learning
Community language learningCommunity language learning
Community language learningSary Nieman
 
Workshop for teachers of English to young learners in Sudan
Workshop for teachers of English to young learners in SudanWorkshop for teachers of English to young learners in Sudan
Workshop for teachers of English to young learners in Sudanjoobrien2012
 
Task-Based Language Teaching (TBLT)
Task-Based Language Teaching (TBLT)Task-Based Language Teaching (TBLT)
Task-Based Language Teaching (TBLT)Ronald Suplido Jr
 
Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Patrmartin
 
Community Language Learning
Community Language LearningCommunity Language Learning
Community Language LearningTay612
 
Suggestopedia Method of Teaching
Suggestopedia Method of TeachingSuggestopedia Method of Teaching
Suggestopedia Method of TeachingSabilla Ramadhani
 
The age factor in second language acquisition
The age factor in second language acquisitionThe age factor in second language acquisition
The age factor in second language acquisitionJuanCarlosPerezGonza3
 
Summary of approaches and methods in language teaching
Summary of approaches and methods in language teachingSummary of approaches and methods in language teaching
Summary of approaches and methods in language teachingNasrin Eftekhary
 
The silent way
The silent wayThe silent way
The silent wayTaghreeed
 
Presentation on direct method
Presentation on direct methodPresentation on direct method
Presentation on direct methodirshad narejo
 

What's hot (20)

The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching The Natural Approach | Methods and Approaches of Language Teaching
The Natural Approach | Methods and Approaches of Language Teaching
 
Teaching pronunciation
Teaching pronunciationTeaching pronunciation
Teaching pronunciation
 
Communicative language teaching
Communicative language teachingCommunicative language teaching
Communicative language teaching
 
PPP teaching stages
PPP teaching stages PPP teaching stages
PPP teaching stages
 
Presentation about Suggestopedia
Presentation about SuggestopediaPresentation about Suggestopedia
Presentation about Suggestopedia
 
Desuggestopedia
DesuggestopediaDesuggestopedia
Desuggestopedia
 
Task based language teaching
Task based language teachingTask based language teaching
Task based language teaching
 
Community language learning
Community language learningCommunity language learning
Community language learning
 
Workshop for teachers of English to young learners in Sudan
Workshop for teachers of English to young learners in SudanWorkshop for teachers of English to young learners in Sudan
Workshop for teachers of English to young learners in Sudan
 
Suggestopedia
SuggestopediaSuggestopedia
Suggestopedia
 
TOTAL PHYSICAL RESPONSE
TOTAL PHYSICAL RESPONSETOTAL PHYSICAL RESPONSE
TOTAL PHYSICAL RESPONSE
 
Task-Based Language Teaching (TBLT)
Task-Based Language Teaching (TBLT)Task-Based Language Teaching (TBLT)
Task-Based Language Teaching (TBLT)
 
Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Task based language teaching (formato 2010)
Task based language teaching (formato 2010)
 
Community Language Learning
Community Language LearningCommunity Language Learning
Community Language Learning
 
Suggestopedia Method of Teaching
Suggestopedia Method of TeachingSuggestopedia Method of Teaching
Suggestopedia Method of Teaching
 
The age factor in second language acquisition
The age factor in second language acquisitionThe age factor in second language acquisition
The age factor in second language acquisition
 
Teaching vocabulary
Teaching vocabularyTeaching vocabulary
Teaching vocabulary
 
Summary of approaches and methods in language teaching
Summary of approaches and methods in language teachingSummary of approaches and methods in language teaching
Summary of approaches and methods in language teaching
 
The silent way
The silent wayThe silent way
The silent way
 
Presentation on direct method
Presentation on direct methodPresentation on direct method
Presentation on direct method
 

Viewers also liked

Georgia active engagement strategies (1)
Georgia active engagement strategies (1)Georgia active engagement strategies (1)
Georgia active engagement strategies (1)hollajen
 
Scaffolding Thinking Skills HK2
Scaffolding Thinking Skills HK2Scaffolding Thinking Skills HK2
Scaffolding Thinking Skills HK2Bernie Dodge
 
Scaffolding Power Point
Scaffolding Power PointScaffolding Power Point
Scaffolding Power PointAshlow
 
Using Secondlife In Esl 2
Using Secondlife In Esl 2Using Secondlife In Esl 2
Using Secondlife In Esl 2monicamonk
 
TESOL seminar 4, Ian McLean Penrith PS ppt
TESOL seminar 4, Ian McLean Penrith PS pptTESOL seminar 4, Ian McLean Penrith PS ppt
TESOL seminar 4, Ian McLean Penrith PS pptKatherineHaratsis
 
Week 11 presentation
Week 11 presentationWeek 11 presentation
Week 11 presentationgpina1
 
Scaffolding instruction using the workshop model in pbl
Scaffolding instruction   using the workshop model in pblScaffolding instruction   using the workshop model in pbl
Scaffolding instruction using the workshop model in pbljeffcockrum
 
Scaffolding: Concept and steps
Scaffolding: Concept and stepsScaffolding: Concept and steps
Scaffolding: Concept and stepsHathib KK
 
CCRS, ELS, and the Changing Role of the ESL Educator
CCRS, ELS, and the Changing Role of the ESL EducatorCCRS, ELS, and the Changing Role of the ESL Educator
CCRS, ELS, and the Changing Role of the ESL EducatorJohn Segota
 
Innovative Pathology Teaching in a Rural Medical School - "One Man Army"
Innovative Pathology Teaching in a Rural Medical School - "One Man Army"Innovative Pathology Teaching in a Rural Medical School - "One Man Army"
Innovative Pathology Teaching in a Rural Medical School - "One Man Army"Shashidhar Venkatesh Murthy
 
6 scaffolding strategies to use with your students
6 scaffolding strategies to use with your students6 scaffolding strategies to use with your students
6 scaffolding strategies to use with your studentsNoor Eleman
 
Success through Scaffolding
Success through ScaffoldingSuccess through Scaffolding
Success through Scaffoldingcbhuck
 
Scaffolding strategies to_use_with_your_students
Scaffolding strategies to_use_with_your_studentsScaffolding strategies to_use_with_your_students
Scaffolding strategies to_use_with_your_studentsahmedabbas1121
 
Basic Scaffolding Awareness
Basic Scaffolding AwarenessBasic Scaffolding Awareness
Basic Scaffolding Awarenessedale07
 
Scaffolding for esl students
Scaffolding for esl studentsScaffolding for esl students
Scaffolding for esl studentslovemydoug
 

Viewers also liked (20)

Georgia active engagement strategies (1)
Georgia active engagement strategies (1)Georgia active engagement strategies (1)
Georgia active engagement strategies (1)
 
Scaffolding Thinking Skills HK2
Scaffolding Thinking Skills HK2Scaffolding Thinking Skills HK2
Scaffolding Thinking Skills HK2
 
Scaffolding Power Point
Scaffolding Power PointScaffolding Power Point
Scaffolding Power Point
 
Using Secondlife In Esl 2
Using Secondlife In Esl 2Using Secondlife In Esl 2
Using Secondlife In Esl 2
 
Scaffolding reading and spelling skills (Green, Purple, Yellow)
Scaffolding reading and spelling skills (Green, Purple, Yellow)Scaffolding reading and spelling skills (Green, Purple, Yellow)
Scaffolding reading and spelling skills (Green, Purple, Yellow)
 
Vygotsky
VygotskyVygotsky
Vygotsky
 
TESOL seminar 4, Ian McLean Penrith PS ppt
TESOL seminar 4, Ian McLean Penrith PS pptTESOL seminar 4, Ian McLean Penrith PS ppt
TESOL seminar 4, Ian McLean Penrith PS ppt
 
Scaffolding pp
Scaffolding ppScaffolding pp
Scaffolding pp
 
Week 11 presentation
Week 11 presentationWeek 11 presentation
Week 11 presentation
 
Scaffolding instruction using the workshop model in pbl
Scaffolding instruction   using the workshop model in pblScaffolding instruction   using the workshop model in pbl
Scaffolding instruction using the workshop model in pbl
 
Scaffolding: Concept and steps
Scaffolding: Concept and stepsScaffolding: Concept and steps
Scaffolding: Concept and steps
 
CCRS, ELS, and the Changing Role of the ESL Educator
CCRS, ELS, and the Changing Role of the ESL EducatorCCRS, ELS, and the Changing Role of the ESL Educator
CCRS, ELS, and the Changing Role of the ESL Educator
 
Innovative Pathology Teaching in a Rural Medical School - "One Man Army"
Innovative Pathology Teaching in a Rural Medical School - "One Man Army"Innovative Pathology Teaching in a Rural Medical School - "One Man Army"
Innovative Pathology Teaching in a Rural Medical School - "One Man Army"
 
6 scaffolding strategies to use with your students
6 scaffolding strategies to use with your students6 scaffolding strategies to use with your students
6 scaffolding strategies to use with your students
 
Success through Scaffolding
Success through ScaffoldingSuccess through Scaffolding
Success through Scaffolding
 
Scaffolding strategies to_use_with_your_students
Scaffolding strategies to_use_with_your_studentsScaffolding strategies to_use_with_your_students
Scaffolding strategies to_use_with_your_students
 
Scaffolding 2
Scaffolding 2Scaffolding 2
Scaffolding 2
 
Scaffolding Technique
Scaffolding TechniqueScaffolding Technique
Scaffolding Technique
 
Basic Scaffolding Awareness
Basic Scaffolding AwarenessBasic Scaffolding Awareness
Basic Scaffolding Awareness
 
Scaffolding for esl students
Scaffolding for esl studentsScaffolding for esl students
Scaffolding for esl students
 

Similar to What Counts as Scaffolding? Implications for Language Teaching and Learning

Introduction and Presentation.pdf
Introduction and Presentation.pdfIntroduction and Presentation.pdf
Introduction and Presentation.pdfWai Mar Phyo
 
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellah
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellahMs2 level file 1 adapted with file 6 of ms1 level by miss meriam mellah
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellahMr Bounab Samir
 
Dossier nivel5 vela_sarricolea_arriaga
Dossier nivel5 vela_sarricolea_arriagaDossier nivel5 vela_sarricolea_arriaga
Dossier nivel5 vela_sarricolea_arriagaaniitita
 
5th grade observations
5th grade observations5th grade observations
5th grade observationsOdie Oronico
 
Intonation
IntonationIntonation
IntonationRhea Alo
 
9_am_n
9_am_n9_am_n
9_am_n9klas
 
9 англ несвіт_2009_укр
9 англ несвіт_2009_укр9 англ несвіт_2009_укр
9 англ несвіт_2009_укрAira_Roo
 
Anglijska mova-9-klas-nesvit
Anglijska mova-9-klas-nesvitAnglijska mova-9-klas-nesvit
Anglijska mova-9-klas-nesvitkreidaros1
 
9 am n_u
9 am n_u9 am n_u
9 am n_u4book
 
Anglijjska mova-9-klas-nesvit-2009
Anglijjska mova-9-klas-nesvit-2009Anglijjska mova-9-klas-nesvit-2009
Anglijjska mova-9-klas-nesvit-2009freegdz
 
Підручник Англійська мова 9 клас Несвіт А.
Підручник Англійська мова 9 клас Несвіт А.Підручник Англійська мова 9 клас Несвіт А.
Підручник Англійська мова 9 клас Несвіт А.oleg379
 
9 klas anglijska_mova_nesvit_2009
9 klas anglijska_mova_nesvit_20099 klas anglijska_mova_nesvit_2009
9 klas anglijska_mova_nesvit_2009UA7009
 
6th Joint JALT Tokyo conference booklet
6th Joint JALT Tokyo conference booklet6th Joint JALT Tokyo conference booklet
6th Joint JALT Tokyo conference bookletAndy Boon
 
Reading project finished. (1)
Reading project finished. (1)Reading project finished. (1)
Reading project finished. (1)moningles
 
Reading project 2
Reading project 2Reading project 2
Reading project 2moningles
 

Similar to What Counts as Scaffolding? Implications for Language Teaching and Learning (20)

Dossier paty
Dossier patyDossier paty
Dossier paty
 
Teaching tips...
Teaching tips...Teaching tips...
Teaching tips...
 
Introduction and Presentation.pdf
Introduction and Presentation.pdfIntroduction and Presentation.pdf
Introduction and Presentation.pdf
 
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellah
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellahMs2 level file 1 adapted with file 6 of ms1 level by miss meriam mellah
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellah
 
Dossier nivel5 vela_sarricolea_arriaga
Dossier nivel5 vela_sarricolea_arriagaDossier nivel5 vela_sarricolea_arriaga
Dossier nivel5 vela_sarricolea_arriaga
 
5th grade observations
5th grade observations5th grade observations
5th grade observations
 
Improvisation for Language Learning
Improvisation for Language LearningImprovisation for Language Learning
Improvisation for Language Learning
 
Intonation
IntonationIntonation
Intonation
 
9_am_n
9_am_n9_am_n
9_am_n
 
9 англ несвіт_2009_укр
9 англ несвіт_2009_укр9 англ несвіт_2009_укр
9 англ несвіт_2009_укр
 
Anglijska mova-9-klas-nesvit
Anglijska mova-9-klas-nesvitAnglijska mova-9-klas-nesvit
Anglijska mova-9-klas-nesvit
 
9 am n_u
9 am n_u9 am n_u
9 am n_u
 
Anglijjska mova-9-klas-nesvit-2009
Anglijjska mova-9-klas-nesvit-2009Anglijjska mova-9-klas-nesvit-2009
Anglijjska mova-9-klas-nesvit-2009
 
Підручник Англійська мова 9 клас Несвіт А.
Підручник Англійська мова 9 клас Несвіт А.Підручник Англійська мова 9 клас Несвіт А.
Підручник Англійська мова 9 клас Несвіт А.
 
vdsdvsdv
vdsdvsdvvdsdvsdv
vdsdvsdv
 
9 klas anglijska_mova_nesvit_2009
9 klas anglijska_mova_nesvit_20099 klas anglijska_mova_nesvit_2009
9 klas anglijska_mova_nesvit_2009
 
6th Joint JALT Tokyo conference booklet
6th Joint JALT Tokyo conference booklet6th Joint JALT Tokyo conference booklet
6th Joint JALT Tokyo conference booklet
 
Reading project finished. (1)
Reading project finished. (1)Reading project finished. (1)
Reading project finished. (1)
 
Reading project 2
Reading project 2Reading project 2
Reading project 2
 
What is the point of school?
What is the point of school? What is the point of school?
What is the point of school?
 

More from Nationellt centrum för svenska som andraspråk, Stockholms universitet

More from Nationellt centrum för svenska som andraspråk, Stockholms universitet (20)

Ofelia García åhörarkopior från Symposium 2015
Ofelia García åhörarkopior från Symposium 2015Ofelia García åhörarkopior från Symposium 2015
Ofelia García åhörarkopior från Symposium 2015
 
SoL-projektet: Att organisera kurser i språk- och kunskapsutvecklande arbetss...
SoL-projektet: Att organisera kurser i språk- och kunskapsutvecklande arbetss...SoL-projektet: Att organisera kurser i språk- och kunskapsutvecklande arbetss...
SoL-projektet: Att organisera kurser i språk- och kunskapsutvecklande arbetss...
 
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsWays to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schools
 
Konsten att föra ett samtal framåt: Om interaktion och muntlig färdighet i sfi
Konsten att föra ett samtal framåt: Om interaktion och muntlig färdighet i sfiKonsten att föra ett samtal framåt: Om interaktion och muntlig färdighet i sfi
Konsten att föra ett samtal framåt: Om interaktion och muntlig färdighet i sfi
 
Yrkesutbildning samtidigt med sfi-studier: Ett utvecklingsprojekt
Yrkesutbildning samtidigt med sfi-studier: Ett utvecklingsprojektYrkesutbildning samtidigt med sfi-studier: Ett utvecklingsprojekt
Yrkesutbildning samtidigt med sfi-studier: Ett utvecklingsprojekt
 
SO och NO i ett andraspråksperspektiv: Vad särskiljer ämnesspråken?
SO och NO i ett andraspråksperspektiv: Vad särskiljer ämnesspråken?SO och NO i ett andraspråksperspektiv: Vad särskiljer ämnesspråken?
SO och NO i ett andraspråksperspektiv: Vad särskiljer ämnesspråken?
 
Translanguaging för elevernas kunskaps-, språk- och identitetsutveckling
Translanguaging för elevernas kunskaps-, språk- och identitetsutvecklingTranslanguaging för elevernas kunskaps-, språk- och identitetsutveckling
Translanguaging för elevernas kunskaps-, språk- och identitetsutveckling
 
Att utmana och stötta de språkliga och kognitiva och förmågorna
Att utmana och stötta de språkliga och kognitiva och förmågornaAtt utmana och stötta de språkliga och kognitiva och förmågorna
Att utmana och stötta de språkliga och kognitiva och förmågorna
 
Att utveckla språk och tänkande genom skapande ämnen
Att utveckla språk och tänkande genom skapande ämnenAtt utveckla språk och tänkande genom skapande ämnen
Att utveckla språk och tänkande genom skapande ämnen
 
Vi vet att muntlig interaktion är viktig – men hur åstadkommer vi den?
Vi vet att muntlig interaktion är viktig – men hur åstadkommer vi den?Vi vet att muntlig interaktion är viktig – men hur åstadkommer vi den?
Vi vet att muntlig interaktion är viktig – men hur åstadkommer vi den?
 
Att lära ut vad inlärare kan lära in
Att lära ut vad inlärare kan lära inAtt lära ut vad inlärare kan lära in
Att lära ut vad inlärare kan lära in
 
Litteracitetsbegreppet i forskningen och som verktyg för andraspråksutbildning
Litteracitetsbegreppet i forskningen och som verktyg för andraspråksutbildningLitteracitetsbegreppet i forskningen och som verktyg för andraspråksutbildning
Litteracitetsbegreppet i forskningen och som verktyg för andraspråksutbildning
 
Litteracitetsbegreppet i forskningen och som verktyg för andraspråksutbildning
Litteracitetsbegreppet i forskningen och som verktyg för andraspråksutbildningLitteracitetsbegreppet i forskningen och som verktyg för andraspråksutbildning
Litteracitetsbegreppet i forskningen och som verktyg för andraspråksutbildning
 
Bedömning och stöttning av andraspråkselevers textrörlighet och läsförståelse
Bedömning och stöttning av andraspråkselevers textrörlighet och läsförståelseBedömning och stöttning av andraspråkselevers textrörlighet och läsförståelse
Bedömning och stöttning av andraspråkselevers textrörlighet och läsförståelse
 
Att räkna med språk: Flerspråkighet som resurs i matematikundervisningen
Att räkna med språk: Flerspråkighet som resurs i matematikundervisningenAtt räkna med språk: Flerspråkighet som resurs i matematikundervisningen
Att räkna med språk: Flerspråkighet som resurs i matematikundervisningen
 
Vuxenutbildningens mening och innehåll: Igår, idag och i framtiden
Vuxenutbildningens mening och innehåll: Igår, idag och i framtidenVuxenutbildningens mening och innehåll: Igår, idag och i framtiden
Vuxenutbildningens mening och innehåll: Igår, idag och i framtiden
 
Kollegialt lärande för elevers språk- och kunskapsutveckling
 Kollegialt lärande för elevers språk- och kunskapsutveckling Kollegialt lärande för elevers språk- och kunskapsutveckling
Kollegialt lärande för elevers språk- och kunskapsutveckling
 
Formativ och summativ bedömning av elevtexter inom sfi och grundläggande vuxe...
Formativ och summativ bedömning av elevtexter inom sfi och grundläggande vuxe...Formativ och summativ bedömning av elevtexter inom sfi och grundläggande vuxe...
Formativ och summativ bedömning av elevtexter inom sfi och grundläggande vuxe...
 
Nihad Bunar Nyanlända och lärande 150916
Nihad Bunar Nyanlända och lärande 150916Nihad Bunar Nyanlända och lärande 150916
Nihad Bunar Nyanlända och lärande 150916
 
Bjerregaard strategier för ordförståelse
Bjerregaard strategier för ordförståelseBjerregaard strategier för ordförståelse
Bjerregaard strategier för ordförståelse
 

Recently uploaded

Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUC...
Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUC...Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUC...
Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUC...Rabiya Husain
 
skeletal system details with joints and its types
skeletal system details with joints and its typesskeletal system details with joints and its types
skeletal system details with joints and its typesMinaxi patil. CATALLYST
 
Evaluation and management of patients with Dyspepsia.pptx
Evaluation and management of patients with Dyspepsia.pptxEvaluation and management of patients with Dyspepsia.pptx
Evaluation and management of patients with Dyspepsia.pptxgarvitnanecha
 
Exit Essay - Save the Filipino Language by Renz Perez.docx
Exit Essay - Save the Filipino Language by Renz Perez.docxExit Essay - Save the Filipino Language by Renz Perez.docx
Exit Essay - Save the Filipino Language by Renz Perez.docxMYDA ANGELICA SUAN
 
Unleashing the Power of AI Tools for Enhancing Research, International FDP on...
Unleashing the Power of AI Tools for Enhancing Research, International FDP on...Unleashing the Power of AI Tools for Enhancing Research, International FDP on...
Unleashing the Power of AI Tools for Enhancing Research, International FDP on...Dr. Vinod Kumar Kanvaria
 
Website Fixer-Upper Series to Boost your Online Presence
Website Fixer-Upper Series to Boost your Online PresenceWebsite Fixer-Upper Series to Boost your Online Presence
Website Fixer-Upper Series to Boost your Online PresenceSamantha Russell
 
Grades 7 to 8 Anti- OSAEC and CSAEM session.pptx
Grades 7 to 8 Anti- OSAEC and CSAEM session.pptxGrades 7 to 8 Anti- OSAEC and CSAEM session.pptx
Grades 7 to 8 Anti- OSAEC and CSAEM session.pptxGladysValencia13
 
UniSC Sunshine Coast library self-guided tour
UniSC Sunshine Coast library self-guided tourUniSC Sunshine Coast library self-guided tour
UniSC Sunshine Coast library self-guided tourUSC_Library
 
The Ministry of Utmost Happiness by Arundhati Roy
The Ministry of Utmost Happiness by Arundhati RoyThe Ministry of Utmost Happiness by Arundhati Roy
The Ministry of Utmost Happiness by Arundhati RoyTrushali Dodiya
 
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...Nguyen Thanh Tu Collection
 
ACTIVIDAD DE CLASE No 1 sopa de letras.docx
ACTIVIDAD DE CLASE No 1 sopa de letras.docxACTIVIDAD DE CLASE No 1 sopa de letras.docx
ACTIVIDAD DE CLASE No 1 sopa de letras.docxMaria Lucia Céspedes
 
Practical Research 1: Nature of Inquiry and Research.pptx
Practical Research 1: Nature of Inquiry and Research.pptxPractical Research 1: Nature of Inquiry and Research.pptx
Practical Research 1: Nature of Inquiry and Research.pptxKatherine Villaluna
 
Intuition behind Monte Carlo Markov Chains
Intuition behind Monte Carlo Markov ChainsIntuition behind Monte Carlo Markov Chains
Intuition behind Monte Carlo Markov ChainsTushar Tank
 
Diploma 2nd yr PHARMACOLOGY chapter 5 part 1.pdf
Diploma 2nd yr PHARMACOLOGY chapter 5 part 1.pdfDiploma 2nd yr PHARMACOLOGY chapter 5 part 1.pdf
Diploma 2nd yr PHARMACOLOGY chapter 5 part 1.pdfSUMIT TIWARI
 
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYSOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYGloriaRamos83
 
Introduction of General Pharmacology PPT.pptx
Introduction of General Pharmacology PPT.pptxIntroduction of General Pharmacology PPT.pptx
Introduction of General Pharmacology PPT.pptxRenuka N Sunagad
 
2.15.24 Making Whiteness -- Baldwin.pptx
2.15.24 Making Whiteness -- Baldwin.pptx2.15.24 Making Whiteness -- Baldwin.pptx
2.15.24 Making Whiteness -- Baldwin.pptxMaryPotorti1
 
mean stack mean stack mean stack mean stack
mean stack mean stack  mean stack  mean stackmean stack mean stack  mean stack  mean stack
mean stack mean stack mean stack mean stackNuttavutThongjor1
 
Overview of Databases and Data Modelling-2.pdf
Overview of Databases and Data Modelling-2.pdfOverview of Databases and Data Modelling-2.pdf
Overview of Databases and Data Modelling-2.pdfChristalin Nelson
 

Recently uploaded (20)

Time-Honored Wisdom: African Teachings for VUCA Leaders
Time-Honored Wisdom: African Teachings for VUCA LeadersTime-Honored Wisdom: African Teachings for VUCA Leaders
Time-Honored Wisdom: African Teachings for VUCA Leaders
 
Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUC...
Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUC...Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUC...
Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUC...
 
skeletal system details with joints and its types
skeletal system details with joints and its typesskeletal system details with joints and its types
skeletal system details with joints and its types
 
Evaluation and management of patients with Dyspepsia.pptx
Evaluation and management of patients with Dyspepsia.pptxEvaluation and management of patients with Dyspepsia.pptx
Evaluation and management of patients with Dyspepsia.pptx
 
Exit Essay - Save the Filipino Language by Renz Perez.docx
Exit Essay - Save the Filipino Language by Renz Perez.docxExit Essay - Save the Filipino Language by Renz Perez.docx
Exit Essay - Save the Filipino Language by Renz Perez.docx
 
Unleashing the Power of AI Tools for Enhancing Research, International FDP on...
Unleashing the Power of AI Tools for Enhancing Research, International FDP on...Unleashing the Power of AI Tools for Enhancing Research, International FDP on...
Unleashing the Power of AI Tools for Enhancing Research, International FDP on...
 
Website Fixer-Upper Series to Boost your Online Presence
Website Fixer-Upper Series to Boost your Online PresenceWebsite Fixer-Upper Series to Boost your Online Presence
Website Fixer-Upper Series to Boost your Online Presence
 
Grades 7 to 8 Anti- OSAEC and CSAEM session.pptx
Grades 7 to 8 Anti- OSAEC and CSAEM session.pptxGrades 7 to 8 Anti- OSAEC and CSAEM session.pptx
Grades 7 to 8 Anti- OSAEC and CSAEM session.pptx
 
UniSC Sunshine Coast library self-guided tour
UniSC Sunshine Coast library self-guided tourUniSC Sunshine Coast library self-guided tour
UniSC Sunshine Coast library self-guided tour
 
The Ministry of Utmost Happiness by Arundhati Roy
The Ministry of Utmost Happiness by Arundhati RoyThe Ministry of Utmost Happiness by Arundhati Roy
The Ministry of Utmost Happiness by Arundhati Roy
 
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
50 ĐỀ THI THỬ TỐT NGHIỆP THPT TIẾNG ANH 2024 CÓ GIẢI CHI TIẾT - GIỚI HẠN KHO...
 
ACTIVIDAD DE CLASE No 1 sopa de letras.docx
ACTIVIDAD DE CLASE No 1 sopa de letras.docxACTIVIDAD DE CLASE No 1 sopa de letras.docx
ACTIVIDAD DE CLASE No 1 sopa de letras.docx
 
Practical Research 1: Nature of Inquiry and Research.pptx
Practical Research 1: Nature of Inquiry and Research.pptxPractical Research 1: Nature of Inquiry and Research.pptx
Practical Research 1: Nature of Inquiry and Research.pptx
 
Intuition behind Monte Carlo Markov Chains
Intuition behind Monte Carlo Markov ChainsIntuition behind Monte Carlo Markov Chains
Intuition behind Monte Carlo Markov Chains
 
Diploma 2nd yr PHARMACOLOGY chapter 5 part 1.pdf
Diploma 2nd yr PHARMACOLOGY chapter 5 part 1.pdfDiploma 2nd yr PHARMACOLOGY chapter 5 part 1.pdf
Diploma 2nd yr PHARMACOLOGY chapter 5 part 1.pdf
 
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYSOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
 
Introduction of General Pharmacology PPT.pptx
Introduction of General Pharmacology PPT.pptxIntroduction of General Pharmacology PPT.pptx
Introduction of General Pharmacology PPT.pptx
 
2.15.24 Making Whiteness -- Baldwin.pptx
2.15.24 Making Whiteness -- Baldwin.pptx2.15.24 Making Whiteness -- Baldwin.pptx
2.15.24 Making Whiteness -- Baldwin.pptx
 
mean stack mean stack mean stack mean stack
mean stack mean stack  mean stack  mean stackmean stack mean stack  mean stack  mean stack
mean stack mean stack mean stack mean stack
 
Overview of Databases and Data Modelling-2.pdf
Overview of Databases and Data Modelling-2.pdfOverview of Databases and Data Modelling-2.pdf
Overview of Databases and Data Modelling-2.pdf
 

What Counts as Scaffolding? Implications for Language Teaching and Learning

  • 1. What counts as scaffolding? Implications for theory and practice in language teaching and learning. Assoc. Professor Pauline Gibbons University of New South Wales, Sydney, Australia.
  • 2. What is scaffolding? I do We do You do
  • 3. What is scaffolding? I do Teacher models, shows, demonstrates We do Teacher and student do a task together You do Student does the task alone
  • 4. What is scaffolding? I do Teacher models, shows, demonstrates Mainly teacher directed We do Teacher and student do a task together Teacher supports student as much as is necessary to do the task You do Student does the task alone Handover to student, student becomes autonomous
  • 5. Scaffolding • Is temporary help that assists a learner to move towards new concepts, levels of understanding, and new language; • Enables a learner to know how to do something so that the learner will be better able to complete a similar task alone; • Is future-oriented: “what a learner can do with help today, s/he will be able to do alone tomorrow”. • Is aimed at ultimate ‘handover’, and learner- autonomy.
  • 6. High challenge Low challenge Low supportHigh support Teaching-Learning Zones. (Based on Mariani 1997)
  • 7. Learning/ Engagement zone (ZPD) Frustration/ Anxiety zone Comfort zone Boredom zone High challenge Low challenge Low supportHigh support Teaching-Learning Zones. (Based on Mariani 1997)
  • 8. • Students from all backgrounds are more engaged when classroom work is cognitively challenging than when it consists solely of low-level work; • All students, regardless of social or ethnic background, achieve at higher levels when they participate in an intellectually challenging curriculum; • Equity gaps diminish as a result of engagement in such curricula. Newmann and Associates, 1996. • The interactive and problem-solving oriented classroom provides many opportunities for second language development. Swain 2000, 2005; Gibbons 2009, 2015; Walqui and van Lier 2010 ;
  • 9. Key Classroom Practices Integration of language and subject/content PLANNED SCAFFOLDING Focus on spoken language and ‘literate talk’, for learning and as a bridge to literacy Use of ‘message abundancy’ in teacher talk – how information is presented (the curriculum is amplified, not simplified). Explicit teaching of academic literacy/literacies INTELLECTUALLY CHALLENGING CURRICULUM
  • 10. Integration of language and subject/content learning (PLANNED SCAFFOLDING)
  • 11. HEALTH OUTCOMES and ACTIVITIES LANGUAGE OBJECTIVES Students will - learn how culture and climate shape what we eat - learn about and show respect for cultural differences in food choices - understand that good nutrition is important to everyone - write a recipe for healthy food - understand that not all people in the world have enough to eat, and express feelings - prepare a power point presentation about nutrition to share with other classes
  • 12. HEALTH OUTCOMES and ACTIVITIES LANGUAGE OBJECTIVES Students will - learn how culture and climate shape what we eat - learn about and show respect for cultural differences in food choices - understand that good nutrition is important to everyone - write a recipe for healthy food - understand that not all people in the world have enough to eat, and express feelings - prepare a power point presentation about nutrition for a year 1 class. Key vocab: grains, fruit and vegetables, proteins, dairy products, “sweets and treats”, processed, fresh. Write a recipe (Procedural text) Connectives for comparing (saying what’s the same): similarly, in the same way, the same as. Connectives for contrasting (saying what’s different) : however, on the other hand, but, whereas Expression of personal reactions: sad, upset, guilty, surprised, shocked etc.
  • 13. Planning for spoken language, especially ‘literate talk’
  • 14. From talk to literacy Text 1 (talking while doing) this…no it doesn’t go…it doesn’t move… try that. won’t work… these are the best, going really fast… Text 2 (telling others) “LITERATE SPOKEN LANGUAGE” We tried a pin… a pencil sharpener…some iron filings and a piece of plastic. The magnet didn’t attract the pin but it did attract the pencil sharpener and the iron filings. Text 3 (early writing) Our experiment was to find out what a magnet attracted. We discovered that a magnet attracts some kinds of metal. It attracted the iron filings, but not the pin. It also did not attract things that were not metal. Text 4 (science text book) A magnet is a piece of metal surrounded by an invisible field of force which attracts any magnetic material within it. Magnetic attraction occurs only between ferrous materials. Text 5 (university text) Some well-known ferromagnetic materials that exhibit easily detectable magnetic properties are nickel, iron, cobalt, gardolineum and their alloys.
  • 15. From talk to literacy Text 1 (talking while doing) this…no it doesn’t go…it doesn’t move… try that. won’t work… these are the best, going really fast… Text 2 (telling others) “LITERATE SPOKEN LANGUAGE” We tried a pin… a pencil sharpener…some iron filings and a piece of plastic. The magnet didn’t attract the pin but it did attract the pencil sharpener and the iron filings. Text 3 (early writing) Our experiment was to find out what a magnet attracted. We discovered that a magnet attracts some kinds of metal. It attracted the iron filings, but not the pin. It also did not attract things that were not metal. Text 4 (science text book) A magnet is a piece of metal surrounded by an invisible field of force which attracts any magnetic material within it. Magnetic attraction occurs only between ferrous materials. Text 5 (university text) Some well-known ferromagnetic materials that exhibit easily detectable magnetic properties are nickel, iron, cobalt, gardolineum and their alloys.
  • 16. INITIATION Teacher: What is the circumference? RESPONSE Student: All the way round. EVALUATION Teacher: Right, remember it’s called the perimeter of the circle. • T: What is the circumference? • S1: All the way round. • T: All the way round what? • S1: The circle • T: Can you say that again? Remember the word we used yesterday to describe “all the way round”? The…” • S1: Oh! Peri…? • S2: Perimeter. • S1: Perimeter. • T: Right. So the circumference…? • S1: Is the perimeter of the circle. • T: Right, the circumference is the perimeter of the circle. Now tell us all once more. Everyone listen! • S1: The circumference is the perimeter of the circle.
  • 18. STUDENTS TEACHER try to tell them what you learned . . . OK . . . (to Hannah) yes? em er I learned that em when you put a magnet . . . when I put/ when you put . . . when you put a magnet . . . on top of a magnet and the north pole poles are . . . . . . . (7 second pause, Hannah is clearly having difficulty in expressing what she wishes to say) yes yes you're doing fine . . you put one magnet on top of another . . and and the north poles are together er em the magnet . . . repels the magnet er . . . the magnet and the other magnet . . . sort of floats in the air? now listen . . now Hannah explain once more . . . alright Hannah . . . excuse me everybody (regaining classes attention) . . listen again to her explanation the two north poles are leaning together and the magnet on the bottom is repelling the magnet on top so that the magnet on the top is sort of . . . floating in the air so that these two magnets are repelling each other and . . . look at the force of it.
  • 19. Planning with the Mode Continuum: Stage 3 … when you stuck at least 8 paddle pop sticks in the shape of oval in a piece of polystyrene, and then put a magnet with the north and south pole in the oval and put another magnet with the north and south pole on top, the magnet on the bottom will repel the magnet on top, and the magnet on top would look like it is floating in the air.
  • 20. Explicit teaching of academic language and literacies
  • 21. Integration of language and subject learning (Year 7) SCIENCE OBJECTIVES LANGUAGE OBJECTIVES For students to develop an understanding of what constitutes an investigative method in science. They will carry out independent investigations to prove or disprove common myths. Students will develop a method, carry out practical experiments, observe, record and interpret results, and draw conclusions. At the end of the unit, students will present a written experimental report (assessment task).
  • 22. Integration of language and subject learning (Year 7) SCIENCE OBJECTIVES LANGUAGE OBJECTIVES For students to develop an understanding of what constitutes an investigative method in science. They will carry out independent investigations to prove or disprove common myths. Students will develop a method, carry out practical experiments, observe, record and interpret results, and draw conclusions. At the end of the unit, students will present a written experimental report (assessment task). Writing an experimental report, focusing on: Overall organisational structure; Use of appropriate academic language; expression of cause and effect, use of passive voice, use of time connectives; Appropriate science-specific vocabulary, (eg controlled, dependent and independent variables; replicate; replication).
  • 23. Appropriating and Recasting: Mode shifting Students Teacher they have to do it [the experiment] many times so they can see if there are any changes. yes so they can see if they get similar results. yes so they can see if they get similar results and see if the myth is busted. It wasn’t getting busted but then they kept doing it until it got busted. so they did the experiment many times. Your experimental method should be repeated a number of times too…so that a more accurate conclusion can be made. This is called replicating the experiment. …. OK so they repeated their experiments many times. they kept on doing it. they kept on doing it. And this is what you have to do as well in your experiments. You have to replicate the experiment, you’re going to repeat it several times, replicate it.So replication is very important. And why is replication important? ? So that we get…? an accurate …more accurate results
  • 24. Mode Shifting kept on doing it -> many times -> repeat -> replicate -> replication
  • 25. Writing cycle • Field-building to become familiar with the topic: designing a valid experiment • Modelling of the genre to become familiar with the organisation and language of scientific discussion report • Joint construction (T and Ss write a model text together) for students to see the writing process and produce a text with help • Independent writing for students to produce their own piece of writing in the target genre • Student reflection on writing for students to become reflective and autonomous writers
  • 26. Scaffolding Framework (Discussion) Title: _____________________________________________________________ Say what this discussion is about, and give your opinion. The topic of this discussion is … Many people argue that… In my opinion … Give your reasons for your opinion (your arguments). There are a number of reasons why this is the case. First … In addition … Moreover … Finally … Now give other people’s reasons for disagreeing with your opinion (the counterarguments). On the other hand, some people argue that … In contrast… It has also been suggested that… Give your conclusion. Remind the reader of your view and summarise your reasons. However, overall it can be argued that …………………….. because …………………
  • 27. Clear writing Organising the ideas Using signalling words Careful sentences Correct spelling Has a friend read your writing? Did your friend understand all your ideas? Have you organised your ideas clearly? Have you written an introduction? Have you written several arguments? Have you included details to support each argument? Have you written a conclusion or recommendation? What signalling words did you use to introduce each new argument? What word did you use to introduce your conclusion Have you read this aloud, sentence by sentence? Did you hear any mistakes? Have you checked each sentence carefully to double check? Did you check the endings of words? Did you check the spelling of words you are not sure of? How did you check your spelling? Your comments. Your friend’s comments. Your comments. Your friend’s comments. Your comments. Your friend’s comments. Your comments. Your friend’s comments. Your comments. Your friend’s comments. Your teacher’s comments Your teacher’s comments Your teacher’s comments Your teacher’s comments Your teacher’s comments
  • 29. Use of “message abundancy” by the teacher (‘amplifying’, not ‘simplifiying’)
  • 31. The GPS and Message Abundancy • The spoken instructions are given in small ‘bites’ of information, and are repeated several times: left hand turn coming up; turn left in 600 metres/ turn left in 500 metres/ turn left in 400 metres and so on, until the turn is reached and the voice then says something like: turn left, Epping Road; turn left now; • Accompanying the spoken language, and representing the same information, is a map on screen that moves in synchrony with the progress of the car. The visual representation closely matches the oral instructions. To make the route clearer, it is indicated in color, with the left hand turn indicated by an arrow. • At the bottom of the screen is another representation of the spoken instructions, using symbols and numbers: there is an arrow (in this case pointing left) along with numbers that match the countdown of the spoken instructions (600 metres, 500 metres and so on). • Significant landmarks are indicated on the map as they are reached, so that the driver knows exactly where he or she is: traffic lights, gas stations, bridges, parks, rivers and so on.
  • 32. Use of Message Abundancy (Primary) “it’s quite right what you all said .. the earth turns … but there is another word that we can use .. a special word that scientists use, a scientific word…so we can say the earth .. rotates .. it turns … it rotates, look (demonstrating with the globe, as several children repeat the word)…. so what’s it doing?..it’s rotating, it’s turning … so the earth rotates . let’s write that up too beside what you told me before . the earth rotates (writes “the earth rotates” in red marker on the whiteboard, beside the earth turns).
  • 33. Key Classroom Practices Integration of language and subject/content Focus on spoken language and ‘literate talk’, for learning and as a bridge to literacy Use of ‘message abundancy’ in teacher talk – how information is presented (the curriculum is amplified, not simplified). Explicit teaching of academic literacy/literacies INTELLECTUALLY CHALLENGING CURRICULUM