{USE SCAFFOLDING TECHNIQUES TO HELP STUDENTS ACCOMPLISH TASKS.}
Scaffolding is the support given during the learning process that is tailored to the needs of your students.
it can be helpful to think of scaffolding as divided into three categories:
1⃣Verbal scaffolding: slowing speech, enunciating words, paraphrasing, rephrasing, using “think-alouds,” etc.
2⃣Procedural scaffolding: one-on-one teaching, coaching, modeling, small-group instruction, partnering, and pairing.
3⃣Instructional scaffolding: use of pictures, regalia, graphs, graphic organizers, audio-visual aids, and so forth.
Scaffolding is the support given during the learning process that is tailored to the needs of your students.
it can be helpful to think of scaffolding as divided into three categories:
1⃣Verbal scaffolding: slowing speech, enunciating words, paraphrasing, rephrasing, using “think-alouds,” etc.
2⃣Procedural scaffolding: one-on-one teaching, coaching, modeling, small-group instruction, partnering, and pairing.
3⃣Instructional scaffolding: use of pictures, regalia, graphs, graphic organizers, audio-visual aids, and so forth.
{CORRECT ERRORS WITH COMPASSION.}
Your ESL students will make mistakes, and you should let them. After all, we learn best through making mistakes. And if you’re interrupting your students to correct them every five words, they’re going to get frustrated, lose their train of thought, and feel attacked.
Give your students time to think and respond, and let them realize they’ve made a mistake and try to correct it themselves. Everyone has opinions, and everyone wants the floor to speak them occasionally. Give them the space they need to formulate ideas.
Your ESL students will make mistakes, and you should let them. After all, we learn best through making mistakes. And if you’re interrupting your students to correct them every five words, they’re going to get frustrated, lose their train of thought, and feel attacked.
Give your students time to think and respond, and let them realize they’ve made a mistake and try to correct it themselves. Everyone has opinions, and everyone wants the floor to speak them occasionally. Give them the space they need to formulate ideas.
constructivist authors have developed a set of instructional techniques that are supposed to enhance the learning disposition of students. These
techniques include the following:
Modelling, Coaching, Scaffolding, Fading, Articulation, Reflection, Exploration, Generalisation, Collaboration, Provision of Anchors and Goal Orientation & Situation.
T.b.C 1/4
techniques include the following:
Modelling, Coaching, Scaffolding, Fading, Articulation, Reflection, Exploration, Generalisation, Collaboration, Provision of Anchors and Goal Orientation & Situation.
T.b.C 1/4
🔹Modelling: can refer to physical processes and to thought processes that underlie the actual performance.
🔹Coaching: This refers to all the supportive actions that a teacher can use to raise
the attainment levels of students.
🔹Scaffolding: creates a match between the cognitive level of the student and the
characteristics of instruction in such a way that the student achieves what he could not achieve on his own.
🔹Fading: means that the assistance is gradually withdrawn as the selfregulative skills of students develop.
2/4
🔹Coaching: This refers to all the supportive actions that a teacher can use to raise
the attainment levels of students.
🔹Scaffolding: creates a match between the cognitive level of the student and the
characteristics of instruction in such a way that the student achieves what he could not achieve on his own.
🔹Fading: means that the assistance is gradually withdrawn as the selfregulative skills of students develop.
2/4
🔹Articulation: means that teachers invite students to articulate their ideas... In this way, tacit knowledge is made explicit. By this means, teachers can find out what students know and which skills they possess.
🔹Reflection: Reflection refers to the process of students comparing their solutions
to those offered by the teacher or other students. Students are encouraged to test their ideas against alternative views and contexts.
🔹Exploration: By means of exploration, the teacher ‘pushes’ students in a variety
of problem-solving activities.
🔹Generalisation: This technique decontextualises domain-specific knowledge and skills and aims at the transfer of these knowledge and skills to a higher nonspecific level.
3/4
🔹Reflection: Reflection refers to the process of students comparing their solutions
to those offered by the teacher or other students. Students are encouraged to test their ideas against alternative views and contexts.
🔹Exploration: By means of exploration, the teacher ‘pushes’ students in a variety
of problem-solving activities.
🔹Generalisation: This technique decontextualises domain-specific knowledge and skills and aims at the transfer of these knowledge and skills to a higher nonspecific level.
3/4
🔹Collaboration: teachers must create ample opportunities for students to interact with each other and with the teacher.
🔹Provision of Anchors: Anchors refer to the importance of the prior knowledge of students. Teachers must check whether these anchors are already present and, if not, provide them.
🔹Goal Orientation and Situation: The goals of learning must be clear to the students. In relation to this, tasks and
problems that students perform must be authentic and situated in a meaningful
context.
4/4
🔹Provision of Anchors: Anchors refer to the importance of the prior knowledge of students. Teachers must check whether these anchors are already present and, if not, provide them.
🔹Goal Orientation and Situation: The goals of learning must be clear to the students. In relation to this, tasks and
problems that students perform must be authentic and situated in a meaningful
context.
4/4
➖Authentic Language➖
Real or natural language, as used by native speakers of a language in real-life contexts; not artificial or designed for purposes of learning grammatical forms or vocabulary.
Real or natural language, as used by native speakers of a language in real-life contexts; not artificial or designed for purposes of learning grammatical forms or vocabulary.
#idiom #
✅ Time
✅ idiom and meaning
✅ do sth there and then means
do it immediately.
e.g.
The doctor examined her there and then.
✅ once in a blue moon means very rarely.
e.g.
I only see Mary once in a blue moon.
✅ From time to time
Means sometimes, but not regularly.
✅ Off and on /on and off means sometimes, but not regularly or continuously.
✅ Time
✅ idiom and meaning
✅ do sth there and then means
do it immediately.
e.g.
The doctor examined her there and then.
✅ once in a blue moon means very rarely.
e.g.
I only see Mary once in a blue moon.
✅ From time to time
Means sometimes, but not regularly.
✅ Off and on /on and off means sometimes, but not regularly or continuously.
Schema theory: A theory of language processing based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences.