Transcripts

Module 1 Lesson 7

Section 4 – Scaffolding
 Section 4 – Scaffolding

Transcript 1, Slide 2
Teacher 1: So, how do you think the lesson went today?
Teacher 2: I was happy with it overall, but I still have problems dealing with learners that
have different abilities.
Teacher 1: Hmm, I agree… This is an area you can still work on. I noticed that there are
some very strong learners in your group, but some very weak learners as well. It’s important
to try to include them in the lesson. There are some things that you can do to help them.
So… You can use your language, or teacher talk, to help the weaker ones. For example,
give lots of praise when they do something well. And make sure your instructions are clear
and simple. Break them down into steps – you know, separate points – and check the
learners have understood. You could also demonstrate the activity – and give them clear
examples of the type of language you want them to use. Oh, and remind them of what they
need to be doing during activities.
Teacher 2: Those are great suggestions. I don’t think I praise the weaker, quieter learners
enough. I sometimes forget they are there.
Teacher 1: Yes, it’s so easy to let the stronger learners take control of the lesson. Another
thing you can try is setting activities up really well to get your weaker learners interested.
Simplify the activity by doing it stage by stage, not all at once. And remember to monitor
closely. You need to check they are doing the activity correctly. All of this is called
scaffolding. It’s about supporting weaker learners so that they can take an equal part in the
lesson. You need to decide which method of support is best for each situation.
Teacher 2: Thanks, that’s very useful.

Cambridge English | CELT-S | Module 1 | Lesson 7 | © UCLES 2015 1