scaffolding for higher proficiency - confucius institute · scaffolding thinking through mind maps,...

Scaffolding for Higher Proficiency

Bell work for the workshop: Think, Write and Share

Use half of the A4 paper (preferably recycled paper) to write down your brief answers for the following two questions. As you think about your answers, please be reminded that “Teaching is what happens outside a student’s head while learning is what happens inside a student’s head.” (Laura Terrill) Please do not write your name on the sheet. I will tell you the next step when you are done.

Bell work for the workshop: Think, Write and Share (continued) 1. Write down an instance when you have taught something to your students and also practiced the concept and skill but you found that students did not really “get it.”

2. What did you do to address the break down between or failure to connect your teaching with your students’ learning ?

Bell work turned into a Hook for the workshop:

Let’s have a snowball fight—

Get out of your chair and form two groups-

- one group with K to 4th grades teachers

and another group with secondary group

and TAs.

Quick check to assess the need:

1. Get volunteers to report to the whole group 3 of the most

difficult things everyone has just shared in their teaching.

2. Please close your eyes and put your head on the table. On a scale of 5 to 1, how often does the break down between or failure to connect your teaching with your students’ learning occur in your classroom (with 5 is most often and 1 is least often)?

Enduring Understanding: Teaching is what happens outside students’ head. Learning is what happens inside students’ head. Effective scaffolding that support instructional practices is one of the vital bridges that help to close the gap and make learning take place.

Essential Questions: What are the characteristics of effective scaffolding practices? How can I implement effective scaffolding to promote proficiency growth in my students?

Outcome of the workshop: • Learn strategies for developing effective scaffolding for proficiency. •Design lesson plans that include a variety of effective scaffolding for higher proficiency activities. •Transfer some activities and knowledge from the workshop to the classroom.

2016 GTA Webinar

• Cherice Montgomery compared instructional scaffolding to lego directions (a good example of effective scaffolding for success)and movie making (that immerse us “bite-sized chunks” of life’s complexity (Spiro 1991).

Two Good Analogies for Scaffolding

1 Motivate students’ interest in the task.

Scaffolding

2 Break the task down into manageable steps.

3 Provide some directions to keep students focused.

4 Model and define the expectations of the activity.

Graduate Release of Responsibility

1.Show and Tell “Just Show Me!“

2. Tap into Prior Knowledge

3.Give Time to Talk

4.Pre-Teach Vocabulary

5.Use Visual Aids

6.Pause, Ask Questions, Pause, Review

Scaffolding Strategies

1. Scaffolding in Generating Interest and High Motivation through Compelling Input (A Variety of Hooks Can be used)

Sample Free IPA for AP Teachers to Teach 清明上河图 as a Part of the Chinese Art Unit (with a simulated conversation for AP level students to use and practice) An Open Educational Resource for All http://etower.nvcc.edu/ Funded by a STARTALK Infrastructure Grant to Northern Virginia Community College

Qingmingshanghetu Along the River During the

Qingming Festival

▧ Painting became the focus of the lessons ▧ Made the connection between culture and

ancient Chinese wisdom

2. Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks

An Example of Effective Use of Scaffolding in Immersion Classrooms

3. Scaffolding Communication Strategies Such as Circumlocution and Your Own Language Input so on

What vocabulary did you use?

Can our students work with the words

they know in order to explain the ones

they don’t?

Teach circumlocution skills How do you explain these if students do not understand: 电影, 锅，秤，独生子女，低头族？

provide vocabulary and structures such as :颜色， 形状， 东西， 事情，是一个。。。的地方； 看起来像， 。。。的时候可以。。。 Other suggestions to help student circumlocute?

4. Scaffolding Chinese

Character Teaching and

Learning

An Example of Effective Use of Scaffolding in Chinese Character Instruction in CFL Classrooms 印京华 Curriculum Design for an Entry Course on Chinese Characters at an American University

1. 象形为本，先独后合，把握住汉字“始于象形，止于符号”的规律，以“笔画--独体字-（象形，指事）--合体字（会意，形声）“为总的教学顺序。 2.以图带字，晓之以理。 3.注重形义，暂缓形声。 4.精选汉字，识写并举。

Four Corners Activities According to Learning Types:

Share and Brainstorm learning activities for:

Visual-Spatial learners

Auditory learners

Tactile learners

Kinesthetic learners

Visual-Spatial

a. Printable books

b. Hidden sight word coloring/sight word mosaic

c. flashcards with identifying pictures

d. letter sorts

Auditory learners

a. rhyming/making up words with Stroke families

b. read aloud

c. phonemic awareness

d. chanting

Tactile learners

a. playdough

b. word building kits

c. read-write-build format

d. sandpaper characters( sand. Shaving cream/ air/ salt)

Kinesthetic learners

a. sight word jump

b. race Car blending

c. sight word towers

d. kungfu writing ( ideas from CBGT Huang Rui)

5. Scaffold Collaborative

Learning Group Activities

语文学习的鹰架：中文作为第二语言教学的课堂研究 Che-Ying Kwan 关之英，香港教育学院

6. Scaffolding with Schema and

Making Every Lesson Like a

Story with a Beginning, Middle

and End

An Example of Effective Use of Narrative Schema as Scaffolding in Structuring and Conducting Instruction in CFL Classrooms 梁欣欣

7. Scaffold Your Questions to

Enhance Students’ Output

“7” Strategies from

Carol s. dean, ed.d.

Believe it! …and believe that they can!

#1

Contextualize your lessons

#2

• Top down vs. bottom up

• Teaching with the end in mind

• Teaching grammar in context

– Story-based grammar instruction

P: Presentational mode A: Attention C: Co-Construct E: Extension

https://sites.google.com/site/teachingfrenchgrammar/pac

e-model/pace-in-action-a-sample-lesson

Adair-Hauck, B., & Donato, R. (2002). The PACE Model: A story-based approach to meaning and form for standards-based language learning. The French Review, 76,

265-296.

PACE Model

Plan your instructional vocabulary

#3

Scaffold your questions

#4

• Physical responses

• Verbal yes or no

• Which one? This one or that one?

• Multiple choice

• Only one right answer

• Open-ended; how?

• Supported opinion; why?

Let’s Practice

An Example of Effective Use of Scaffolding Through Questioning in CFL Classrooms Honggang Jin, The Importance of CFL Teacher Training on Elicitation Techniques

8. Scaffold to Enhance Students’

Higher Order Thinking and

Problem Solving Skills

17,000 Classroom Visits Can’t Be Wrong

• John Antonetti 是一名教育学家。

• Antonetti 和他的同事 Garver 观摩了 17,000次课，从此分析出提高认知等级的一套好方法。

• 其中让我最受启发的是他编的 Engagement Cube 和 Rigor Divide 的表。

• 人类主要有三个特点：

– 我们最强的感官是视觉。

– 我们对感情很敏感。

– 找规律是我们人类的本能。

Academic Engagement (vision) In

tellectu

al Engagem

ent

(pattern

s)

Egocentric Engagement (emotion)

Engagement Cube

知道

领会

应用

分析

评价

综合

Academic Engagement Intellectual Engagement Egocentric Engagement

- Identifying similarities and differences

- Summarizing and Notetaking

- Non-linguistic representation

- Generating and testing hypotheses

- Advance cues, questions, and organizers

- Personal response

- Clear / modeled expectations

- Emotional / intellectual safety

- Learning with others

- Sense of audience

- Choice

- Novelty and variety

- Authenticity

- Application

- Analysis

- Evaluation

- Synthesis

视觉 情感 规律

- Does it help or hurt?

- Without technology:

Note on Technology

What is something circling around in

your head?

What is something that squared / agreed with

your thinking?

What is something pointed that stood out in

your mind?

Final Reflection:

“If you want to feel secure, Do what you already know how to do. If you want to be a true professional and continue to grow… Go to the cutting edge of your competence, Which means a temporary loss of security. So whenever you don’t quite know what you’re doing, know you’re growing!” Madeline Hunter 1987

Questions?