Scaffolding Students Writing
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Just as builders put scaffolding around a building while it is being built, so scaffolding can be used to support a person's learning of written language. ..
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Scaffolding Technique
Scaffolding is an instructional technique where a teacher provides individual support to guide students as they learn new material, and then gradually reduces this support over time so that students can demonstrate self-reliance. The teacher provides tasks and assisted activities tailored to each student's current abilities to help them internalize new skills and concepts. Scaffolding can be used across different content areas, age groups, and skill levels to facilitate learning through verbal and nonverbal guidance.
6 scaffolding strategies to use with your students
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
Scaffolding to Improve Student Learning
Thank you for sharing. Let's continue our discussion in a constructive manner.
Scaffolding: Concept and steps
It is a presentation on scaffolding-what is scaffolding- what are the steps in scaffolding-how to make use of scaffolding in classroom
Shared reading strategy
Shared reading is an instructional strategy where students join in reading a large text along with a teacher. It allows students to engage with texts that may be too difficult to read independently. The teacher models reading skills and comprehension strategies to help students develop as readers. Shared reading provides students opportunities to gradually take on more responsibility in the reading as their skills and confidence increase.
Language Learning Issues
This document discusses various signs and problems related to language learning. It identifies issues with receptive language like difficulty following directions and comprehending questions. Expressive language problems include being non-verbal, using simple sentences, and avoiding elaboration. Other issues covered are problems with phonics, phonemic awareness, auditory discrimination, morphology, semantics, discourse, pragmatics, metalinguistic awareness, and references are provided.
Teaching vocabulary effectively
The document discusses effective strategies for teaching vocabulary. It defines vocabulary as all the words in a language. Key principles for teaching vocabulary include introducing words in context, focusing on useful words, teaching learning strategies, repetition, and spacing practice. Knowing a word involves understanding its meaning, form, and use. When introducing a word, teachers should address some combination of its meaning, pronunciation, spelling, grammatical functions, and other aspects. Good vocabulary activities focus on useful words, teach a learning concept, involve active engagement, and avoid interference from unknown related words.
Active Learning Strategies in EFL Classes
This document discusses active learning strategies that can be used in EFL (English as a Foreign Language) classes. It defines active learning as any instructional method that engages students in the learning process. Active learning is compared to passive learning, which focuses only on the cognitive aspect. The benefits of active learning include increased student involvement, interaction, and the development of various competences. Various active learning strategies are presented, such as group work, discussions, projects and games. Factors to consider when implementing these strategies include class size and content. The teacher's role shifts from presenter to facilitator. Active learning is said to lead to better student outcomes compared to passive learning.
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Scaffolding Technique
Scaffolding is an instructional technique where a teacher provides individual support to guide students as they learn new material, and then gradually reduces this support over time so that students can demonstrate self-reliance. The teacher provides tasks and assisted activities tailored to each student's current abilities to help them internalize new skills and concepts. Scaffolding can be used across different content areas, age groups, and skill levels to facilitate learning through verbal and nonverbal guidance.
6 scaffolding strategies to use with your students
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
Scaffolding to Improve Student Learning
Thank you for sharing. Let's continue our discussion in a constructive manner.
Scaffolding: Concept and steps
It is a presentation on scaffolding-what is scaffolding- what are the steps in scaffolding-how to make use of scaffolding in classroom
Shared reading strategy
Shared reading is an instructional strategy where students join in reading a large text along with a teacher. It allows students to engage with texts that may be too difficult to read independently. The teacher models reading skills and comprehension strategies to help students develop as readers. Shared reading provides students opportunities to gradually take on more responsibility in the reading as their skills and confidence increase.
Language Learning Issues
This document discusses various signs and problems related to language learning. It identifies issues with receptive language like difficulty following directions and comprehending questions. Expressive language problems include being non-verbal, using simple sentences, and avoiding elaboration. Other issues covered are problems with phonics, phonemic awareness, auditory discrimination, morphology, semantics, discourse, pragmatics, metalinguistic awareness, and references are provided.
Teaching vocabulary effectively
The document discusses effective strategies for teaching vocabulary. It defines vocabulary as all the words in a language. Key principles for teaching vocabulary include introducing words in context, focusing on useful words, teaching learning strategies, repetition, and spacing practice. Knowing a word involves understanding its meaning, form, and use. When introducing a word, teachers should address some combination of its meaning, pronunciation, spelling, grammatical functions, and other aspects. Good vocabulary activities focus on useful words, teach a learning concept, involve active engagement, and avoid interference from unknown related words.
Active Learning Strategies in EFL Classes
This document discusses active learning strategies that can be used in EFL (English as a Foreign Language) classes. It defines active learning as any instructional method that engages students in the learning process. Active learning is compared to passive learning, which focuses only on the cognitive aspect. The benefits of active learning include increased student involvement, interaction, and the development of various competences. Various active learning strategies are presented, such as group work, discussions, projects and games. Factors to consider when implementing these strategies include class size and content. The teacher's role shifts from presenter to facilitator. Active learning is said to lead to better student outcomes compared to passive learning.
Presentation reading and listening
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
Teaching vocabulary
Teaching vocabularyDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.Reflective teaching
Reflective practice helps teachers and students think critically about their experiences and decisions to develop a deeper understanding of themselves. Reflection is a metacognitive strategy that involves internally examining ideas or issues triggered by an experience. This process creates clarity and can change one's perspective. There are structured models to guide reflective learning, such as Gibbs' Reflective Cycle. Teachers are encouraged to engage in reflection through keeping journals, engaging in self-analysis, maintaining portfolios, conducting observations, and using technology like blogs and videos to observe themselves teaching and reflect on their lessons.
How to teach grammar
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
Scaffolding Power Point
1. Scaffolding provides support to student learning and then gradually removes that support so students can learn independently. It guides students through modeling, prompting, thinking aloud, and questioning.
2. Scaffolding works by starting with basic knowledge and progressively moving to more advanced concepts within students' zone of proximal development.
3. Examples of scaffolding include parents teaching children to speak, helping sound out letters, and reading aloud with students.
Universal Design for Learning: A framework for access and equity
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This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZEssential strategies for teaching vocabulary
This document provides techniques for teaching vocabulary words to students. It suggests presenting new words using visual images, gestures, context clues, and prediction. Some specific techniques mentioned include using comics, games, activities, and graphic organizers to help students learn and remember the meanings of words. Review games like word searches, bingo, and puzzles are also recommended. The document stresses the importance of actively engaging students with the words through questions, examples, acting out meanings, and having students make their own representations of word meanings. It advocates learning vocabulary with friends or family through activities like making word games or testing each other.
A networked learning perspective on teacher professional development
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2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
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This document discusses the key components of language: semantics, phonetics, morphology, syntax, discourse, pragmatics, and orthography. It provides overview definitions and explanations of each component. Semantics refers to the study of meaning. Phonetics is the study of how humans produce and perceive vocal sounds. Morphology deals with the internal structure of word forms. Syntax governs the rules and principles of sentence structure. Discourse analysis examines language use across sentences. Pragmatics studies how context contributes to meaning. Orthography refers to the conventions of writing down a language.
Learning grammar for young learner
This document discusses grammar teaching and learning for young foreign language learners. It begins with a conversation between a teacher and student that illustrates how grammar is necessary to precisely express meanings. The document then discusses several key points about grammar teaching: grammar has a place in children's language learning when taught skillfully; grammar learning evolves from chunks of language and meaningful conversations; and grammar can be taught without explicit technical labels. The document also examines the development of learners' internal grammar, the influence of their first language, and trends in grammar teaching approaches. Finally, it proposes techniques for supporting grammar learning, such as noticing activities, structured practice, and introducing metalanguage in a meaningful way.
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The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
Syllabus design copy
1. This chapter outlines the scope of syllabus design and its relationship to curriculum development. It discusses differing views on defining syllabus and curriculum. Some see syllabus as solely concerning content selection, while others see it as also specifying learning tasks.
2. A general curriculum model is presented that looks at curriculum from the perspectives of planning, implementation in the classroom, assessment/evaluation, and institutional management. For effective language programs, all elements of the curriculum model should be integrated.
3. The role of the classroom teacher in syllabus design is examined. While some teachers design their own syllabuses, many act as "consumers" of externally designed syllabuses. Teachers may have primary responsibility for implementation and
Test method of reading comprehension
This document discusses various types of reading comprehension tests including cloze tests, C-tests, cloze elide, and information transfer tests. It provides details on what each test type involves, examples of questions in each format, and advantages and disadvantages of each. Cloze tests involve deleting words from a text to assess the reader's ability to decode interrupted messages. C-tests similarly delete partial words to test comprehension with reduced redundancy. Cloze elide inserts extra words to identify, while information transfer assesses understanding by having listeners transfer data to non-verbal forms like diagrams.
Fluency
The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
Scaffolding
Instructional scaffolding is a learning process that provides support tailored to students' needs to help them achieve learning goals. Scaffolding supports include resources, compelling tasks, templates and guides, guidance on developing skills, and more. These supports are gradually removed as students develop independent learning strategies to promote cognitive, affective, and psychomotor skills. Scaffolding is used by modeling tasks, giving advice, and providing coaching. Effective scaffolding strategies include showing and telling, tapping prior knowledge, giving time to talk, pre-teaching vocabulary, using visual aids, and pausing to ask and review questions.
Vocabulary teaching
The document discusses vocabulary teaching, including defining vocabulary, the importance of teaching vocabulary, and techniques and activities for teaching vocabulary. It notes that vocabulary has both passive and active forms, and teachers should provide meaningful repetitive activities to help learners move words from passive to active vocabulary. Additionally, the document outlines principles and challenges of vocabulary teaching, such as only being able to teach a small number of words at a time and ensuring activities appeal to learners.
Shared Reading
Shared reading is an enjoyable, cooperative activity based on bedtime story experiences. It creates a relaxed environment where teachers can model reading strategies to support all students. Shared reading involves predictable, repetitive texts and uses techniques like pointing, cloze procedure, and musical elements. It follows stages of pre-reading preparation, the shared reading, and post-reading activities like retelling, sequencing, independent reading and writing.
Fluency Strategies with Beginning Readers
This document provides strategies for developing fluency in beginning readers. It suggests modeling fluent reading, providing direct instruction and feedback, using easy reading materials, and repeated readings. Specific activities mentioned include using flashcards, word rings, pocket charts, double time word lists, and "reading the room" by including words in classrooms. Games like Zap, Crazy Eights, and nursery rhymes are recommended to encourage fluency development in a fun way for students.
Planning a lesson
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov that aims to reduce stress and anxiety to maximize learning. It creates a relaxed environment through the use of music, classroom decorations, and a nurturing student-teacher relationship. Key aspects include relaxing students before lessons, experiencing lesson material, and role-playing or discussions after to reinforce learning. While it may accelerate learning and create a calm setting, suggestopedia can be difficult to implement in large classes and requires financial resources for music and decorations. Teachers should choose methods suited to their students' needs.
Scaffolding for writing activity
Global warming is caused by the use of fossil fuels which melts ice caps and causes droughts, famine, and rising ocean levels. This leads to more floods, tornadoes, and diseases. Effects on nature include flowers blooming earlier and birds being confused in their migration. The document calls for action and campaigning to address these issues.
Writing scaffolding
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Teaching vocabulary
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This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.Reflective teaching
Reflective practice helps teachers and students think critically about their experiences and decisions to develop a deeper understanding of themselves. Reflection is a metacognitive strategy that involves internally examining ideas or issues triggered by an experience. This process creates clarity and can change one's perspective. There are structured models to guide reflective learning, such as Gibbs' Reflective Cycle. Teachers are encouraged to engage in reflection through keeping journals, engaging in self-analysis, maintaining portfolios, conducting observations, and using technology like blogs and videos to observe themselves teaching and reflect on their lessons.
How to teach grammar
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
Scaffolding Power Point
1. Scaffolding provides support to student learning and then gradually removes that support so students can learn independently. It guides students through modeling, prompting, thinking aloud, and questioning.
2. Scaffolding works by starting with basic knowledge and progressively moving to more advanced concepts within students' zone of proximal development.
3. Examples of scaffolding include parents teaching children to speak, helping sound out letters, and reading aloud with students.
Universal Design for Learning: A framework for access and equity
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This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZEssential strategies for teaching vocabulary
This document provides techniques for teaching vocabulary words to students. It suggests presenting new words using visual images, gestures, context clues, and prediction. Some specific techniques mentioned include using comics, games, activities, and graphic organizers to help students learn and remember the meanings of words. Review games like word searches, bingo, and puzzles are also recommended. The document stresses the importance of actively engaging students with the words through questions, examples, acting out meanings, and having students make their own representations of word meanings. It advocates learning vocabulary with friends or family through activities like making word games or testing each other.
A networked learning perspective on teacher professional development
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1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.Components of language
This document discusses the key components of language: semantics, phonetics, morphology, syntax, discourse, pragmatics, and orthography. It provides overview definitions and explanations of each component. Semantics refers to the study of meaning. Phonetics is the study of how humans produce and perceive vocal sounds. Morphology deals with the internal structure of word forms. Syntax governs the rules and principles of sentence structure. Discourse analysis examines language use across sentences. Pragmatics studies how context contributes to meaning. Orthography refers to the conventions of writing down a language.
Learning grammar for young learner
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1. This chapter outlines the scope of syllabus design and its relationship to curriculum development. It discusses differing views on defining syllabus and curriculum. Some see syllabus as solely concerning content selection, while others see it as also specifying learning tasks.
2. A general curriculum model is presented that looks at curriculum from the perspectives of planning, implementation in the classroom, assessment/evaluation, and institutional management. For effective language programs, all elements of the curriculum model should be integrated.
3. The role of the classroom teacher in syllabus design is examined. While some teachers design their own syllabuses, many act as "consumers" of externally designed syllabuses. Teachers may have primary responsibility for implementation and
Test method of reading comprehension
This document discusses various types of reading comprehension tests including cloze tests, C-tests, cloze elide, and information transfer tests. It provides details on what each test type involves, examples of questions in each format, and advantages and disadvantages of each. Cloze tests involve deleting words from a text to assess the reader's ability to decode interrupted messages. C-tests similarly delete partial words to test comprehension with reduced redundancy. Cloze elide inserts extra words to identify, while information transfer assesses understanding by having listeners transfer data to non-verbal forms like diagrams.
Fluency
The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
Scaffolding
Instructional scaffolding is a learning process that provides support tailored to students' needs to help them achieve learning goals. Scaffolding supports include resources, compelling tasks, templates and guides, guidance on developing skills, and more. These supports are gradually removed as students develop independent learning strategies to promote cognitive, affective, and psychomotor skills. Scaffolding is used by modeling tasks, giving advice, and providing coaching. Effective scaffolding strategies include showing and telling, tapping prior knowledge, giving time to talk, pre-teaching vocabulary, using visual aids, and pausing to ask and review questions.
Vocabulary teaching
The document discusses vocabulary teaching, including defining vocabulary, the importance of teaching vocabulary, and techniques and activities for teaching vocabulary. It notes that vocabulary has both passive and active forms, and teachers should provide meaningful repetitive activities to help learners move words from passive to active vocabulary. Additionally, the document outlines principles and challenges of vocabulary teaching, such as only being able to teach a small number of words at a time and ensuring activities appeal to learners.
Shared Reading
Shared reading is an enjoyable, cooperative activity based on bedtime story experiences. It creates a relaxed environment where teachers can model reading strategies to support all students. Shared reading involves predictable, repetitive texts and uses techniques like pointing, cloze procedure, and musical elements. It follows stages of pre-reading preparation, the shared reading, and post-reading activities like retelling, sequencing, independent reading and writing.
Fluency Strategies with Beginning Readers
This document provides strategies for developing fluency in beginning readers. It suggests modeling fluent reading, providing direct instruction and feedback, using easy reading materials, and repeated readings. Specific activities mentioned include using flashcards, word rings, pocket charts, double time word lists, and "reading the room" by including words in classrooms. Games like Zap, Crazy Eights, and nursery rhymes are recommended to encourage fluency development in a fun way for students.
Planning a lesson
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov that aims to reduce stress and anxiety to maximize learning. It creates a relaxed environment through the use of music, classroom decorations, and a nurturing student-teacher relationship. Key aspects include relaxing students before lessons, experiencing lesson material, and role-playing or discussions after to reinforce learning. While it may accelerate learning and create a calm setting, suggestopedia can be difficult to implement in large classes and requires financial resources for music and decorations. Teachers should choose methods suited to their students' needs.
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The document discusses techniques and principles for teaching the four main language skills: listening, speaking, reading, and writing. It provides information on goals and strategies for developing each skill. For listening, it emphasizes using authentic materials and teaching metacognitive strategies. For speaking, it recommends a balanced approach incorporating input, structured output, and communicative tasks. For reading, it stresses the interactive nature of the process and using reading to learn. For writing, it notes the differences between written and spoken language and the importance of content and organization.
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Tm04
The document discusses the Core Project curriculum approach. It emphasizes that Core Projects provide structure through project ideas and guidelines while allowing freedom as they are templates that can be modified. Core Projects are vehicles for language practice and developing skills through authentic communication rather than objects of learning themselves. The teacher takes on an advisory role, diagnosing needs and providing support, while students work actively on project activities and communication.
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The document discusses various aspects of the writing process. It defines writing and describes its key purposes and stages. The stages include prewriting, drafting, revising, editing, and publishing. Assessment of writing occurs throughout the process, with teachers taking on roles like motivator, collaborator, and evaluator. Methods of assessment include teacher observation and portfolios. The document also discusses how writing can encourage effective teaching and learning by allowing choice, fostering positive attitudes, and emphasizing communication.
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Scaffolding Students Writing
- 1. © Ed-Links-Morocco, December 2014 Scaffolding StudentS ‘ Writing Scaffolding StudentS ‘ Writing
- 2. Roadmap Writing in the guidelines Writing in “Focus” Defining writing The importance of writing Common writing tasks Scaffolding writing The writing process © Ed-Links-Morocco, December 2014 Scaffolding StudentS ‘ Writing Scaffolding StudentS ‘ Writing
- 3. By the end of the year learners will demonstrate the ability to.. * write a single paragraph with a topic sentence that expresses a basic idea, with several sentences that develop or support the main idea; * write a paragraph describing a person, a place, or a thing * write a letter or an email to give information; * write a simple conversation or dialogue. (Guidelines, p.p: 20-1) © Ed-Links-Morocco, December 2014 Writing in the guidelinesWriting in the guidelines
- 4. Writing is a process where symbols have to be arranged according to certain conventions to form words and words arranged to form sentences, thus, translating thoughts into language. Writing is the most difficult skill for L2 and requires paying attention to skills such as planning, organizing, spelling, punctuation, word choice, etc. © Ed-Links-Morocco, December 2014 Defining WritingDefining Writing
- 5. writers are readers as they read their own texts. Readers are writers as they make responses on a written text. Content and subject matter do not exist without language. The form of a text is determined by the interaction of writer, reader, and content. Language inevitably reflects subject matter, the writer, and the writer's view of the reader's background knowledge and expectations. (Raimes, 1983) © Ed-Links-Morocco, December 2014 Recognition of the Complexity of ComposingRecognition of the Complexity of Composing
- 6. Copying Doing exercises Guided writing Free writing Common Writing TasksCommon Writing Tasks © Ed-Links-Morocco, December 2014
- 7. SCAFFOLDINGSCAFFOLDING In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.
- 8. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions which students may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without that amount of assistance, direction, or understanding they need to complete it. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions which students may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without that amount of assistance, direction, or understanding they need to complete it. Cont...Cont...
- 9. By studying examples of texts, discussing appropriate or useful language, doing practice exercises and using structured outlines, all in collaboration with the teacher and peers, students can build bridges between reading and writing which they could not normally build on their own. © Ed-Links-Morocco, December 2014 Scaffolding WritingScaffolding Writing
- 10. • Discuss with learners the objectives of writing. • Let them know that their writing can speak for them when they are not there. • Show them samples of forms of writing. • Tell them that writing is an complex process. © Ed-Links-Morocco, December 2014 Cont...Cont...
- 11. The Writing Process Prewriting Find idea / Build on idea / Plan and structure Writing Start writing / forget about word count and grammar Revising Add / Rearrange / Remove / Replace Editing Check for clarity, grammar, spelling and punctuation Publishing Celebrate your accomplishment !