SCAFFOLDING & DIFFERENTIATION

Presentación del tema: "SCAFFOLDING & DIFFERENTIATION"— Transcripción de la presentación:

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2  Vygotzky’s Zone of Proximal Development  Vygotzky’s Zone of Proximal Development ( ZPD ) theory states that some learners may only enter certain areas of growth if provided with the right kind of assistance. Scaffolding and Differentiating Instruction are ways to provide support to allow learners to handle complex tasks.  SCAFFOLDING  SCAFFOLDING. Basically, it is to support students when learning new content and developing new skills. Scaffolding is TEMPORARY support to help learners to do things now as well as in the future.  DIFFERENTIATING INSTRUCTION  DIFFERENTIATING INSTRUCTION. Differentiation comes into play when we provide varying levels of scaffolding to students with varying needs so that they ALL can work towards the SAME goals.

3 There are many different ways to scaffold learning. The kind of support we provide is very important for the outcome of the task. That is why we have to carefully consider:  What LANGUAGE DEMANDS learners will have;  What kind of LANGUAGE SUPPORT we will provide learners to deal with their language demands. Some learners will need more support than others, and some will need to be supported for longer than others.

4 Break tasks into smaller steps Code Switching & Wait Time Create INTEREST STT TTT StudentTeacher Talking Time

5 -Language Frames -Models -Substitution Tables -Sentence Starters -Word Banks -Glossaries -Handouts -Instructions Writing Speaking

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7 Scaffolding Listening & Reading (Receptive Skills) Scaffolding Speaking & Writing (Productive Skills) Prepare the context of the texts and the factual knowledge of the topic. Talk about what is going to be said or written. Encourage learners to predict what they might hear or read. Provide listening or reading models before speaking and writing. Pre-teach/ elicit new content vocabulary. Help learners notice the language they need to used at word and sentence levels. Underline key language at word and sentence level. Use VISUAL ORGANISERS to brainstorm ideas learners might use. Discuss and point the reasons why certain language is used. Encourage collaborative work so learners can provide scaffolding for each other. Use VISUAL ORGANISERS so learners can make notes as they listen or read. Help learners to think about who they are speaking or writing to, and why they are doing it. Provide a wide range of listening and reading activities.

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11 Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Differentiation Differentiation is achieved by modifying four specific elements: C ontent (knowledge, methodology, tasks ) P rocess (cognitive demands of a task ) P roduct (expected outcomes) A ffects (feelings & attitudes)

12  Getting to know as much as possible about each student  Having high expectations for ALL students  Varying instructional activities  Using ONGOING ASSESSMENT to guide instruction  Providing multiple types of assessment  Differentiating homework  Using FLEXIBLE grouping  Making content/goals comprehensible for all students

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