SCAFFOLDING CONTENT AND LANGUAGE LEARNING WHAT IS SCAFFOLDING? HOW CAN WE HELP LEARNERS DEVELOP LEARNING STRATEGIES?

SCAFFOLDING Scaffolding is the steps teachers take to support learners so that they can understand new content and develop new skills. Later, learners can use the new learning in different contexts without the support of scaffolding. Scaffolding is temporary support to help learners do things now as well as in the future. It can be provided for listening, speaking, reading and writing tasks in all curricular subjects and it can be used to help learners form ideas and learn language. Some learners need more support than others and some need to be supported for longer than others.

HOW CAN WE SCAFFOLD LEARNING? Riassumete i progetti di base There are many different ways teachers can scaffold learning so that learners feel successful when doing task. The kind of support we provide is very important for the outcome of the task. One way to scaffold learning is to carefully consider the language we use. la via da intraprendere per realizzarli

OTHER EXAMPLES ARE: Menzionate l'obiettivo cui mirate i- CREATING INTEREST - BREAKING DOWN TASKS INTO SMALL STEPS - PROVIDING BEFORE, DURING AND AFTER TASK SUPPORT - USING VISUALS AND REALIA - DEMONSTRATING TASKS - USING WORD BANKS, GLOSSARIES, SENTENCE SUBSTITUTION TABLES, WRITING FRAMES - USING MODEL TEXTS FOR PRODUCTION OF LANGUAGE - PROVIDING CONSTRUCTIVE FEEDBACK

KEY CONCEPTS Presentate un resoconto della situazione momenWe need to build on what learners already know about the subject and build on what language they already know. Then we need to support learners to achieve the next step in understanding subject content before they can work on their own. More scaffolding is needed when learners have to understand subjects which are new and unfamiliar. Scaffolding is also needed to create classrooms where there is interaction and collaboration. For ex., we can use visual organisers as speaking frames so that learners can work together to prepare explanations, comparisons or descriptions before presenting their ideas to the class.

SCAFFOLDING FOR ALL FOUR SKILLS: LISTENING, SPEAKING, READING AND WRITING Sviluppo fino alla situazione attuale - activate prior knowledge of the subject - Talk about what learners might hear, say, read or write - use visual organisers to brainstorm vocabulary so that might be heard, spoken, read or written - question learners to avoid misunderstandings - allow time for learners to ask questions about the tasks - help learners make links with tasks they have done before - encourage interactive listening and speaking; reading and writing - give ongoing oral feedback on how well learners are progressing - give oral or written feedback on how well learners have done their work - allow the use of L1 for particular purposes such as activating prior know- ledge of subject content - encourage peer and self-reflection on what learners have donemente si sono rivelati errati

TEACHING TIP Menzionate delle strategie come possibili alternative IlIn all scaffolding, it is important we help learners to think like experts in the different curriculum subject areas, i.e. to think like artists, economists, designers, geographers, historians, mathematicians, musicians, scientists and sports professionals. e gli svantaggi delle rispettive strategie Consegnate un pronostico dei costi

OOOhhHOW TO HELP LEARNERS DEVELOP LEARNING STRATEGIES Learning strategies are the ways learners choose to learn new subject content; f. ex., memorising or drawing images are common vocabulary learning strategies. Sometimes we can see learners using strategies as they work, e.g. underlining key content vocabulary, but sometimes strategies can't be seen, e.g. making associations between L1 and the target L. It is known that effective learners are aware of how they learn and think about which learning strategies they use for different tasks. More able learners use a wide range of learning strategies. We need to encourage all learners to use strategies they know in order to improve their learning. We should also help them to try out other strategies so that they have a wider choice and can choose the best strategies to suit them and their learning situation.

Consegnate un pronostico dei costi KEY CONCEPTS Menzionate delle strategie come possibili EXA EXAMPLES OF STRATEGIES USED BEFORE DOING A TASKl – selecting and setting learning goals - deciding on criteria to measure how well a task can be done - analysing the task, its purpose and what has to be done - working out timing of stages OF STRATEGIEi svantaggi delle rispettive strategie Consegnate un pronostico dei costi

EXAMPLES OF STRATEGIES DURING TASKS - identifying key concent vocabulary - predicting meanings of content vocabulary and predicting text content - guessing meanings of new words - asking for clarification - paraphrasing - drafting work - risk taking and experimenting with new concepts and language - using some L1 for a specific purpose, e.g. checking a concept, looking up a bilingual dictionary, checking meaning of vocabulary with a peer - note taking, organising work, personalising learning

EXAMPLES OF STRATEGIES USED AFTER DOING TASKS N- deciding to remember new words and concepts - making visual prompts to aid memory - reviewing work alone or in small groups - exchanging work with a partner and asking for feedback - comparing work with previous work and deciding how it has improved - editing work - summarising work

KEY CONCEPTS It is important learners know about many different strategies so they can choose what's best for them. First, wee need to find out which learning strategies learners already use. We can then model new learning strategies by telling learners how we work out problems ourselves. Learners need opportunities in class to try out and talk about new strategies and then think about how effective they were. In this process of choosing, using, reflecting, learners can continue to develop and build on their use of learning strategies for the future.