QUICK RESOURCE SHEET #54

Scaffolding

  from www.safetyoffice.uwaterloo.ca/hspm/tools/images/scaffold_stair.png

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It is clear that children learn and retain more vocabulary from listening to stories when a methodology that builds background knowledge by employing the primary language in a scaffolding type activity is used.

---from http://brj.asu.edu/v234/articles/art6.html

Scaffolding offers strong, temporary, “as-needed” support and abundant learning opportunities, akin to the physical scaffolding that provides support for construction work. Scaffolding is intended to be flexible. Just as the scaffolding on a building under renovation can be shifted and is ultimately removed, classroom scaffolding is also temporary and requires adjustment as needs change. Experienced, effective teachers use scaffolding with all learners.

---from http://www.wested.org/cs/we/view/feat/36

http://www.asian-efl-journal.com/June_05_yk&jk.php

“The term scaffolding was first used by Wood, Bruner, and Ross (1976, cited in Gibbons, 2002) in their examination of parent-child conversation in the early years. The scaffolding is temporary, as it is essential for the successful construction of building, but it is a special kind of assistance that helps learners to move toward new skills, concepts, or levels of understanding (Gibbons, 2002). This emphasizes the view that learning occurs best when learners engage in tasks that are within their Zone of Proximal Development (ZDP), the area between what they can do independently and what they can do with assistance (Vygotsky, 1978).”

http://iteslj.org/Articles/Bradley-Scaffolding/

“Three types of scaffolding have been identified as being especially effective for second language learners.

1. Simplifying the language: The teacher can simplify the language by shortening selections, speaking in the present tense, and avoiding the use of idioms.
2. Asking for completion, not generation: The teacher can have students choose answers from a list or complete a partially finished outline or paragraph.
3. Using visuals: The teacher can present information and ask for students to respond through the use of graphic organizers, tables, charts, outlines, and graphs.”

http://www.readingmatrix.com/conference/pp/proceedings/greco.pdf

“(This) essay describes the applicability of teaching screenwriting in the ESL classroom. It explores the role of the ESL teacher within the four stages of the Teaching-Learning Cycle as learners are taught the creative elements involved in the process of writing a screenplay. The results indicate that skillful scaffolding of the key elements of the creative process well prepares student writers for the final phase of the Cycle; to produce their very own screenplays.”

http://nflrc.hawaii.edu/rfl/October2004/taguchi/taguchi.html

“Assisted repeated reading can potentially develop weak ESL/EFL readers' fluency and help them become independent readers by providing a distinct form of scaffolding.”

Previous editions of the QUICK RESOURCE SHEET

#1 – Creating quizzes (and more) online                                                         

#2 – Vocabulary builders

#3 – Online discussion groups for English teachers                                    

#4 – Grammar headaches – and how to cure them

#5 – Resources for new teachers                                                     

#6 – International Education Week

#7 – Mentoring programs                                                                    

#8 – Education publications online

#9 – Applied Linguistics                                                                   

#10 – English for Young Learners

#11 – World AIDS Day                                                                      

#12 – Online writing guides

#13 – E-mail exchanges                                                                      

#14 – Free online English courses

#15 – Effective e-mail communication                                             

#16 – Libraries online

#17 – American Studies                                                                     

#18 – Teaching methodologies

#19 – Internet tutorials                                                                       

#20 – Using the newspaper – Part I

#21 – Making books                                                                           

#22 - Using the newspaper – Part II

#23 – Human rights in language teaching

#24 – Blogging

#25 – Poetry and language teaching

#26 – The communicative approach

#27 -  Idioms

#28 – Earth Day

#29 – Alternative assessment

#30 – Peer assessment

#31 – Self-assessment

#32 – Portfolio assessment – Part I

#33 -  Portfolio assessment - Part II (Online Portfolios)

#34 – Intercultural communication

#35 – Teaching Adults

#36 – Learning disorders / Special needs

#37 – Using computers in reading instruction

#38 – Use of authentic materials

#39 – English for Medical Purposes

#40 – Sources for authentic materials

#41 – Education and technology

#42 – Academic writing

#43 – Teaching and stress

#44 – Back to school

#45 – Motivating students

#46 – Action research

#47 – Internet terminology

#48 – Fluency

#49 – Curriculum design

#50 – Pragmatics

#51 - Podcasting for English teachers

#52 – Critical reading

#53 – Learner autonomy