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Scaffolding for Higher Proficiency

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Page 1: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Scaffolding for Higher Proficiency

Page 2: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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.

Page 3: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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 ?

Page 4: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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.

Page 5: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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)?

Page 6: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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.

Page 7: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 8: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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.

Page 9: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

2016 GTA Webinar

Page 10: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

• 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

Page 11: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 12: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 13: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 14: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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.

Page 15: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 16: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 17: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 18: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Graduate Release of Responsibility

Page 19: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 20: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 21: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 22: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 23: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 24: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 25: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Qingmingshanghetu Along the River During the

Qingming Festival

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

ancient Chinese wisdom

Page 26: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 27: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 28: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 29: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 30: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 31: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 32: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 33: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 34: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 35: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 36: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 37: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 38: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 39: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 40: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 41: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 42: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

An Example of Effective Use of Scaffolding in Immersion Classrooms

Page 43: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 44: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 45: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 46: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 47: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 48: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 49: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 50: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 51: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

What vocabulary did you use?

Page 52: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Can our students work with the words

they know in order to explain the ones

they don’t?

Page 53: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 54: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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?

Page 55: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 56: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

4. Scaffolding Chinese

Character Teaching and

Learning

Page 57: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 58: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 59: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 60: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 61: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 62: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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。

Page 63: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Four Corners Activities According to Learning Types:

Share and Brainstorm learning activities for:

Visual-Spatial learners

Auditory learners

Tactile learners

Kinesthetic learners

Page 64: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 65: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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)

Page 66: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

5. Scaffold Collaborative

Learning Group Activities

Page 67: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 68: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 69: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 70: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 71: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

6. Scaffolding with Schema and

Making Every Lesson Like a

Story with a Beginning, Middle

and End

Page 72: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 73: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 74: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 75: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 76: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

7. Scaffold Your Questions to

Enhance Students’ Output

Page 77: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

“7” Strategies from

Carol s. dean, ed.d.

Page 78: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Believe it! …and believe that they can!

#1

Page 79: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Contextualize your lessons

#2

Page 80: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

• Top down vs. bottom up

• Teaching with the end in mind

• Teaching grammar in context

– Story-based grammar instruction

Page 81: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 82: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Plan your instructional vocabulary

#3

Page 83: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Scaffold your questions

#4

Page 84: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

• 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

Page 85: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 86: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 87: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 88: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 89: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 90: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 91: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 92: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 93: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 94: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 95: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 96: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

8. Scaffold to Enhance Students’

Higher Order Thinking and

Problem Solving Skills

Page 97: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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。

Page 98: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Academic Engagement (vision) In

tellectu

al Engagem

ent

(pattern

s)

Egocentric Engagement (emotion)

Engagement Cube

Page 99: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

知道

领会

应用

分析

评价

综合

Page 100: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 101: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example
Page 102: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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?

Page 103: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

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

Page 104: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example

Questions?

Page 105: Scaffolding for Higher Proficiency - Confucius Institute · Scaffolding Thinking through Mind Maps, Making Thinking Visible and Breaking Tasks into Manageable Chunks . An Example