Professional Documents
Culture Documents
DECS (2007) Teaching ESL students in mainstream classrooms: Language in learning across the curriculum
Effective scaffolding
Effective scaffolding requires that: the teacher has a specific aim for the student to achieve: a finite goal. the teacher backward plans from this goal and provides teaching and learning activities that support and step the student towards achieving the goal.
the student is then able to take up increased responsibility for achieving the goal, demonstrating a greater level of independence at some later stage.
The aim of scaffolding is to gradually withdraw the support and handover full responsibility to the student.
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2. Modelling / Deconstruction
Develop learners understandings of the purpose, structure and language features of the target genre by: examining the texts social purpose writing/reading a model text deconstructing the text, identifying its structure: the key stages of the text focusing on particular language features: identifying them in text, developing a shared metalanguage and developing control in using language features
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3. Joint construction
Teachers and learners together construct a text in the same genre and related topic to that required in independent construction (the target genre/text) The teacher asks questions, makes suggestions and provides re-wording where necessary, revisiting features of the target genre To maximise success, prior to the joint construction session prepare and have accessible to all: notes/plans of key content summary of structure and language features of focus genre.
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4. Independent construction
Students now apply their new understandings of the topic and text. This may be a new related topic or another aspect of the topic of study. If so, students 12 need first to build up knowledge of their topic with independent, group or class research before writing the target text. Assessment criteria can be developed with, or provided to, students. Teacher provides explicit feedback on plans, drafts and the final piece.
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3. Develop an exemplar in response to the task. 4. Identify the language and literacy demands of the task and develop assessment criteria for success:
- what do I need to make explicit to students in teaching this genre? - what specific structure & language features do I need to teach? - how will I teach these? - what criteria will I use to assess these?
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A process for planning using this Teaching & Learning Cycle - continued
5. Determine prior knowledge/understanding.
- what do my students bring to this task? - what gaps do my students have?
- how can I move them from where they are to where they need to be?
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