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Donna Lee Fields CLIL SCAFFOLDING 1 #20 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=BT9jlGuivCI

META TALK:

This scaffold is geared to, among other areas, bodily-kinesthetic intelligence. When we include movement with linguistic tasks, we help our students to augment their involvement in the material and ultimately retain the content more deeply and for a longer period of time. Further, when we couple images with text, we double the impact of learning for our students. Together, this scaffolding technique is a powerful tool for transitioning into dense material.

TRANSCRIPT:

Hi! I'm Donna Fields and welcome to CLIL Scaffolding 1. This is a series of webinars designed to give you quick easy and adaptable scaffolding techniques. Scaffolding is simply transitioning into material more easily through activities and some easy techniques.

Today, I'm going to show you how to use Scaffolding Technique No. 20 that you can find in my book 101 Scaffolding Techniques for Language Teaching and Learning that's also been translated into Spanish.

Today, the objective for this session, and it's always important to share objectives with our students. It helps them feel more empowered and involved, is to show how easy it is to adapt scaffolding technique No. 20 to a primary and secondary classroom. Are we ready?

Scaffolding Technique No. 2, called 'Finding my other half', we use when students need to read some information that may seem easy at first, but it will help them to learn the vocabulary, the concepts and some of the images beforehand. This book, for instance, is from a lower secondary science class. Again, it may look so easy to you that you may not realise that the students might be a little anxious knowing the vocabulary, about understanding the concepts and about interpreting the images. So, what can we do? Very easy.

We take the images from the book and put them on different mini-cards. We take the sentences form the book and put them on other mini-cards. Easy so far, right? Now there are just four steps. You have them on different mini-cards with the images and the text - I usually do 8-10 at the same time - then you cut them up individually.

Once they're cut up, you mix them up and give each pair of students a whole set. The students work together to put the images and text back together. Once they're back together, they read them aloud. If there are some students who are ahead of others, you can ask them to change the structure of the sentences, use different tenses, anything to keep them using the language. That deepens the learning.

So, that was for a secondary classroom. Let's try for primary.

We're going to use the same technique for primary for Art. A lot of art teachers tell me that they're supposed to teach in English, but it's difficult to find things that are meaningful to the students. What's very meaningful is to help them with instructions in English. There's a lot of vocabulary that they can use in other places and we need them to understand what the instructions are, yes?!

So, these are images and instructions from a whole unit in an Art book. You put them on the mini-cards and then you cut them up just as before. Once they're cut up, we give a set to each pair of students and they work together to match the image and the instruction. When they have the images and instructions matched up, you can have them to read them aloud. It's important that they read aloud as often as possible so that the language goes deeper into their being.

So that's it for today. That was my scaffolding tip for you - Technique No. 20 - that you can find in my book 101 Scaffolding Techniques for Language Teaching and Learning and please write to me at my Linked page or my Facebook page and tell me what you think of the webinar and what other ideas you'd like.

You can find me at these sites:

https://scaffoldingmagic.com/ and Linkedin Pinterest Facebook Instagram

Donna Lee Fields CLIL SCAFFOLDING 2 #5 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=dYuBk_gnQVk

META TALK:

Activities like puzzles help students to avoid cognitive overload. Many times our students are responsible for learning a bulk of information that is difficult for them to assimilate - either because of the content or because of the limited time frame given. In these circumstances, mental resources become stretched and the ability to assimilate the required material is reduced.* Using interactive techniques such as puzzles helps to reduce the stress on mental resources by creating a problem-solving activity that combines different sensory foci.

TRANSCRIPT:

Hi! I'm Donna Fields and welcome to CLIL Scaffolding 2. This is a series of webinars designed to give you quick, easy and adaptable scaffolding techniques.

Scaffolding, we can say, is helping students to transition into new material more easily without experiencing cognitive overload (I like to use the image 'giving a helping hand'!). Today we're going to see how easy it is to adapt Scaffolding Technique No. 5 to your lessons. You can find the techniques in my book 101 Scaffolding Techniques for Language Teaching and Learning that's also been translated into Spanish.

The objective for this session is to show how to adapt scaffolding technique No. 5 to a primary and secondary lessons. Remember that it's always important to share objectives with our students and co-create them whenever we can because it helps them feel more involved in their own learning.

Scaffolding Technique No. 5, is called 'All the King's Horses and All the King's men' and it refers to a children's poem about Humpty Dumpty who fell off a wall and had to be put back together again and this technique is about putting things back together again - we're going to use puzzles to help generate cognitive activity and to make learning fun!

We'll start with secondary and let's say we're teaching a geography lesson. We come to a chapter that has a lot of definitions. The students need to know the terms and understand the definitions, but how can we make the information visible in a different way? How can we help them to interact with the material through thinking and through their senses? If we can do this, they will become involved in the material and then be more open to remembering it.

I usually work with text and images in my scaffolding techniques- because I love images - but also because studies show that this doubles the learning. This technique works better, however, without images. In this case, we want the students to focus on the text So, I've taken these two pages of a geography text, scanned them in, eliminated the images, and combined the definitions onto one page.

Now, I print out the definitions on six different coloured pieces of paper...plus a template of a puzzle. (I use a template that has pieces that are very similar so that, again, I want the students to put the puzzle together by reading the text, and not by the shape of the pieces). I put the template on top of the six different coloured printed definitions and cut out the pieces. In this way you make six puzzles at once!

If you have more than 12 students, which most of you probably do, this means that you only have to do this 2-3 times! Once you cut them out, since they're different colours, it's easy to separate the pieces, and then you put them into CD covers. The CD cover simply makes it easier to handle the puzzle pieces, and you give one CD cover (one set) to each pair of students or each group.

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META TALK:

One of the struggles of teaching mathematics is to determine how much to give students direct instruction versus how to support them at a distance as they engage in self-learning. We need to trust that students can gain knowledge by themselves through problem-solving activities - on their own or in groups. We can facilitate strategies that they can use, but learning goes much deeper when they arrive at explanations and answers without being directed and/or told explicitly what the answers are. **

After students put the puzzles/text together in this scaffolding activity, you can help them to further bring the material alive by asking them to taking turns reading the information aloud and by testing each other on the material.

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Now let's look at a primary math class. It's the same process. You're moving into simplifying fractions. You take a deep breath and wonder how to approach the subject this year. You could go two ways. You could approach it through direct instruction, which is what most teachers do, or you could take a big leap of faith and let students try to understand it on their own. Do you want to see how you could do that? Let's include problem-solving and dialogic instruction and see how far our students get.

First, we create the problem-solving part of the activity - the puzzle. We write six equations in the puzzle, print it out on six different coloured pieces of paper, put the template on top, and cut out the pieces.

Because they're on six different coloured pieces of paper, you've made six puzzle sets at once. You've made six puzzle sets at once! Then you put them into a CD cover.

You give one set to each pair of students and they put the puzzle together as best they can. The first three horizontal pieces will be fairly easy for them. They'll need to create dialogues with each other to decide on the last two pieces.

At a given point in the lesson, show the answers and then ask them to work together - either in pairs or in groups - to come to some conclusions about how the last two pieces solve the equations. Have Reporters share their conclusions and you're now ready to begin working on simplifying fractions with more educated and involved students.

So, all you SUPER TEACHERS out there, thank you so much for joining and I look forward to seeing you at the next webinar. In the meantime, please leave me some comments at: https://scaffoldingmagic.com/

* Hattie, John (2015). Visible Learning and the Science of How We Learn. Routledge Press. ** Hattie, John (2017). Visible Learning for Mathematics: What works best to optimize student learning. Corwin Press.

Donna Lee Fields

CLIL SCAFFOLDING 3 #6 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=yRaOzzQFZ4I

META TALK:

The strategy of making predictions actively engages students. It helps them to make connections between prior knowledge and the information they are interacting with. When given the opportunity, students will learn to constantly think ahead and refine, revise, and verify their predictions. Embedding prediction work in lessons is also a valuable way to assess student comprehension of subject matter. Categorising (such as is required in the scaffold for Primary level, below), has also been proven to yield educational efficiency and helps the brain process information more fluidly.* Depending on the topic, it can help students feel more connected to the world around them, and make sense out of what can feel like chaos at times.

TRANSCRIPT:

Hi! I'm Donna Fields and welcome to CLIL Scaffolding 3. It’s is a series of webinars designed to give you quick, easy and adaptable scaffolding ideas.

We can say that scaffolding is giving a helping hand to students when they are transitioning from past knowledge to new knowledge.

Today, we're going to go over how to use Scaffolding Technique #6 from my book 101 Scaffolding Techniques for Language Teaching and Learning that's also been translated into Spanish.

The objective for this session is to show how easy it is to adapt Scaffolding Technique #6 to primary and secondary lessons. Don't forget to post your objectives every day in your classes. It helps students feel more respected and integrated in the learning process.

Scaffolding technique no. 6 is called ‘Striptease’. It’s a play on words because we’re going to be talking about a type of puzzle that uses strips of paper. If you don't know what ‘striptease’ means, this is a great opportunity for you to look it up and have a laugh!

Let's start with a secondary social science lesson. You've come to the chapter on population pyramids. You know that it's important that your students understand them, but your experience has been that it's difficult to engage them. You can see cognitive overload in their eyes the minute they come to the chapter that introduces them. What can you do?

Take the topic out of the text books, get away from worksheets, don't introduce definitions yet. Present something really different and intriguing that will help them first form their own ideas about representations of the topic before being told what they mean. If students see that their ideas are respected and have a place in lessons, they will be more willing to hear the ideas of other's.

So, scaffolding the images gives students the opportunity to verbalise what they see and lets them predict what the different shapes mean. Verbalise their thought processes is a skill that is known to help students move forward in their learning.

Making the puzzle is simple. We take this page from a chapter on population pyramids, use the graphics, print out one image for each pair of students and then cut them up into preferably an even number of strips.

You need to be conscious of where you cut. The information needs to be divided so as to challenge your students but also to give them enough clues that they can make justifiable predictions. In this

case, I've decided to cut the image horizontally, because I want the students to focus on the significance of the graduation of each pyramid.

Next, I'd give a set of strips to each pair of students and each student takes half of the strips. (I mix up the sets before I hand them out so that they don't have one determined half of the image.)

Now, one student in each pair puts one strip down, verbalizes what s/he sees and then makes a prediction about what’s missing on either side.

This is followed by the other student in the pair looking at the strips s/he has, putting down the appropriate one to the right or left, and then describing both. That student also makes predictions about what is missing.

To help students be more fluent in their discourse, you can post the beginnings of sentences such as:

In this strip I see... I see a part of... Based on what I see so far, I predict that the strip above... Based on what I see so far, I predict that the strip below... I'm not sure...however... It seems to me that... You were justified in your prediction that... Here is an example:

Student 1: I see three images divided by a yellow bar. I see red and green lines on either side of the numbers. The numbers are divided by four - 20-34, 25-29, , 35-39, etc. I don't have enough information from the figure in the middle to predict what is above or below and I don't know what the numbers mean, but based on what I see so far, I predict that the image on the strip below will have numbers 20-24, 15-19, 10-14, and the red and green lines will be longer than in this strip.

Student 2: I see that you were justified in saying that.... Based on what I see, the image in the middle of the strip above the 49% could equal 100% so it could be 25%...

Students can talk specifically about the numbers, but they can also talk about the colours, about the size of the lines, about what they think the images mean - anything that occurs to them. We want them to interact with the material in any way they can, using past knowledge to predict what might complete the puzzle.

The activity continues in this way until all the pieces have been described, predictions have been made, justifications for the predictions are stated, and all the strips have been placed on the table.

Now is when you explain what the graphs really mean and they can work in their textbook to understand it more fully.

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META TALK: Effective teachers think aloud on a regular basis to model the process for students. Think-aloud strategies encourage students to say aloud what they are thinking when trying to problem solve. Verbalisation of their thinking helps them to discern what may be valuable in their thought processes and what may be leading them astray when looking for solutions. Teachers can model efficient thinking techniques when they verbalise their inner speech as they think their way through a problem. By thinking aloud, students learn how to learn.

Let’s go to a primary health class. We need to teach about food plates. It's an opportunity to review vocabulary of food while scaffolding (introducing new concepts gradually) what category the different types of food fall into. Just as before, we take the image and cut it up into strips.

We give each pair of students a set of the strips and each student takes half. One student in each pair puts down one strip, describes what's in it, predicts what information the strip to the right or left might have, and the other student joins in at the appropriate moment. At the end, they'll have reviewed important vocabulary, reminded each other of words they may have forgotten, focused on how different types of food are grouped together, and will have seen proportions of these categories. You've encouraged them to think aloud and verbalise their thought processes. Now they're ready to understand the topic more fully and see how their thinking aligns with the rest of the information they'll be exposed to in the chapter. So that’s it, that’s technique number 6, another type of puzzle, and all of you SUPER TEACHERS out there thanks so much for joining and I hope to see you soon. Please send me any comments at my Linkedin.com page or my Facebook page (GivingaHelpingHandBook) and I look forward to seeing you again soon. Bye! You can find me at: https://scaffoldingmagic.com/ *Hunt, Morton (1982). The Universe Within: A new science explores the human mind. Simon and Schuster.

Donna Lee Fields CLIL SCAFFOLDING 4 #52 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=bR_Tl_pF45o

META TALK:

Errors can be seen used as jumping blocks for learning and are often undervalued in the process of advancing knowledge.* The mistakes students make can be used as formative assessment and as critical indicators for where teachers can focus more concentration on dedicated instruction. The scaffold below is tied to the theory of deductive reasoning: a person makes conclusions based on past knowledge and logic. Students use previous studies to find errors deliberately placed in texts taken from units they are about to begin. This helps them to make connections and to transition into the new material with more confidence.

TRANSCRIPT:

Hi, I'm Donna Fields and welcome to CLIL Scaffolding 4. This is series of webinars designed to give you quick, easy and adaptable scaffolding techniques. Scaffolding is an activity or technique that helps push students out of their zone of proximal development** to a more complex level of knowledge. (I use the image: giving a helping hand!)

Today, we're going to talk about how to use scaffolding technique #52, that you can find in my book 101 Scaffolding Techniques For Language Teaching And Learning and has been translated into Spanish.

Today the objective for this session is show how easy it is to use scaffolding technique #52 in a primary and secondary lesson. You can also use it in adult classes, professional training, any classes you teach and in any language.

Scaffolding technique #52 is called 'Something's not right'. The idea is that you're going to present text that your students are responsible for learning with deliberate mistakes included. You're going to tell your students there are mistakes, and their job is to find them. By finding the mistakes they're going to have to read the text, consider the corresponding images, and use deductive reasoning and previous studies of language and content to locate where the 'something not right' is.

Let's begin with a secondary history class. These are the first few pages of a chapter on the middle ages. The images are nice and they're large, but there's a lot of written information that's not explained in the images and a lot of reading the students will have to do. This is a CLIL class, so the language of the text is different from the students' home language. They'll need to assimilate a lot of new concepts in a language that they may not be completely comfortable in. In other words, it's going to be overwhelming for most of them. So what can we do? I'll show you. it takes a bit of preparation, but it's worth it and you can use it year after year.

First, you make copies of several pages of the chapter with the images. (I usually make copies of 10-15 pages.) Type the information into text boxes. include 2-3 mistakes in each page (and if you want, you can identify the type of mistake you've included for instance 3 spelling mistakes, 3 grammar mistakes, and so on), paste the text boxes on top of the corresponding page, laminate the pages (if you want), and post them around the classroom walls. (I've highlighted the mistakes here so you can see them. Obviously that's not what I show the students.) I also put numbers on each page. You'll see what the numbers are for.

Now, I make tables for the students. So now, in pairs, they go around the room, read the text of each of the pages on the wall, write down the number of the page, find the mistakes and write them in the table. They also discuss the mistakes and write down the what they think the correction is.

Here is a table partially filled out. The students found the three spelling mistakes in page #5. You'll see that they don't have to go in numerical order as long as, in the end, they fill in the entire table.

You've now helped scaffold (pre-teach) content and language for the unit and catered to physical intelligence - letting them move while learning.

Let's try this with material from a primary geography class. The students need to read: Incredible Earth. The font is nice and big, the vocabulary seems easy, but you need to remember that learning content in a language that is not your home language is stressful for most students. So, let's break it down into smaller pieces, introduce it to them in an interactive way and give them an opportunity to feel proud of themselves by letting them to make deductive conclusions about content and language.

We

scan in the pages of the reader (again, I usually use 10-15 pages which in this case is the whole book!)

type in the text in text boxes include 1-2 mistakes in each page tape the textboxes to the corresponding page number them (laminate the pages if you want to) post them on the classroom walls give each pair of students a table, and with their partner they go around the room (it doesn't matter the order as long as they read all of them in the

end) they read find the mistakes using past knowledge of the language and deductive reasoning for content,

and write in what the correction probably is.

That's it! You've built a bridge for your students to cross from their previous studies to what they're moving into and in a way that's different and engaging. Classroom management obviously is key, here, but you can find very effective classroom management tips in my CLIL Giving a Helping Hand Webinar Shorts #4 to help you with that.

So, all you SUPER TEACHER out there, thank you so much again for joining.

I look forward to seeing you next time. Please leave me any comments at:

You can find me at:

https://scaffoldingmagic.com/

*Hunt, Morton (1982). The Universe Within: A new science explores the human mind. Simon and Schuster.

**Zone Of Proximal Development: The zone of proximal development is the difference between what a learner can do without help and what she or he cannot do. (Lev Vygotsky)

Donna Lee Fields CLIL SCAFFOLDING 5 #30 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=kFBV5340zsI

META TALK:

The positive transfer theory is when a learner uses past experiences to affect learning and performance in a new situation; a person transfers knowledge from one place to another. Creating opportunities for this in the classroom gives students the opportunity to develop this skill, thus helping them to become more self-sufficient and effective learners. This scaffold involves using wheels to present material with different missing pieces. The students use positive transfer skills to fill in holes, make educated connections and correct their own work in the moment. The rapid-fire style of positive transference practiced here enables learners to move ahead more rapidly in attaining new knowledge on subjects they are beginning to study.

TRANSCRIPT:

Hi, everyone I'm Donna Fields and welcome to CLIL Scaffolding 5. It's a series of webinars on how to implement scaffolding techniques you can use in your lessons. You can find these activities in my book 101 Scaffolding Techniques that's also been translated into Spanish.

Scaffolding we can say is an instructional technique used to help students to move toward stronger understanding of new material, with the goal of helping them to be more independent learners.

The objective for this lesson is to show how easy it is to adapt scaffolding technique #30 to a primary and a secondary lesson. Remember, according to studies, sharing objectives with our students helps to raise their engagement in their learning significantly.

Scaffolding technique #30 is called 'Round and Round it Goes'. This refers to a saying that probably started in carnivals, but is very common when talking about games of chance. When you spin a wheel, you chant: 'Round and round it goes, where it stops, nobody knows.'

This technique uses a wheel and each time you turn it, you see something different.

Let's start with a Secondary Technology lesson. Technology has a lot of termonology that students need to learn.

Here are three typical pages of a technology textbook. How can we introduce the terms - even before the students open the text book - to help them feel supported and empowered at the same time? Well, we're going to use positive transference. They'll be forwarding the knowledge they gain in one window of the wheel to complete the next.

Once you see how to prepare this activity you'll realise how easy and effective it is:

1) Take one page and choose 4-5 terms from it; 2) Write these terms in a text box. 3) Copy the text box four times. 4) In the first textbox, eliminate one word in each sentence. 5) In the other three text boxes, eliminate a different word in each sentence. 6) Paste the four text boxes on the bottom of the wheel so that when the top of the wheel is turned, you only see one text box at a time.

You prepare more wheels in this way with different information in each wheel. (You make as many wheels as there are pairs in your classes.) As one pair finishes working with one, they exchange it with another pair. The activity continues until all the students have worked with all the wheels.

You've scaffolded (supported your students in) content and language and your students will now be able to assimilate the chapter more easily when they open the textbook. And because you've presented an activity that is geared towards so many different learning styles and intelligences, the information will go deeper into their long-term memory.

How can we use this in a primary class? Let's try it in a Social Science class. They need to read a book on Plastic: what it is and the problems plastic poses in society. Your students might already know something about recycling, but remember, they're going to be reading a text that is written in a language that is probably different from their home language, so this activity gives them both content and language support.

So, just as before, we take information from the book, in this case we'll probably take whole paragraphs, and 1) type them into text boxes 2) eliminate a different word in each sentence in each of the four; 3) place one text box in each window of the wheel; 4) give one wheel to each pair of students; 5) they read the paragraph and as they turn the wheel, they transfer their knowledge from what they read in one paragraph to the missing words in the paragraph visible in another window. Repeat the process for as many wheels as you have pairs in your class.

That's it! Another scaffolding technique to support your students' learning and you've created an activity that is geared towards many learning styles: some students need to SPEAK to be able to learn, some students need to TOUCH something to be able to learn, some students need to SEE the material to be able to learn and others need to HEAR it and we're doing all of those different intelligences here.

So, all you SUPER TEACHERS I hope to see you next time. Please send any comments you may have.

You can find me at:

https://scaffoldingmagic.com/

Meantime, have fun in your classes! Bye!

Donna Lee Fields CLIL SCAFFOLDING 6 #61 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=c7CHusxYVEg META TALK: Intelligence is not necessarily hereditary. Education can transform a child.* A crucial part of education must be to facilitate the understanding of vocabulary in varied contexts. Vocabulary is so important that experts assert that the warehouse of words a person has stored away is directly connected to their quality of thinking: Higher quality of words - higher quality of thinking. While evidence shows that passive vocabulary programs work in the short-term - to pass exams or to understand a text in the moment - they are ineffective in the long-term and in raising overall comprehension. We need to create opportunities for our students to interact with words through both oral and written activities.** Another way to explain this is, in what is prevalently known as first, second and third tier words,*** we need to actively teach second and third tier words. This scaffold is one way of achieving this goal. TRANSCRIPT: Hi, I'm Donna Fields and welcome to CLIL Scaffolding 6, a series of webinars designed to give you support for using scaffolding in your classroom. Scaffolding is used to bridge learning gaps between what the student has learned in the past, to what they're expected to know at certain points in their education. (I say 'giving a helping hand'!) You can find these techniques in my book 101 Scaffolding Techniques for Language Teaching and Learning that's also been translated into Spanish. Today's objective is to show how to use scaffolding technique #61 can be used to teach academic language. I'll give you examples for a primary and secondary class and you can adapt them to any lessons you give. Scaffolding technique #61 helps activate more sophisticated memory skills. Instead of rote memorization, which is a practice that usually goes into short-term memory and then quickly forgotten, we want to help students embed words and terms in their long-term memory. How do we do this? Let's look at a secondary political science class. We're about to teach a chapter on the history Rome's government. The text is designed for secondary students; however, if you have students whose home language is different from that of the text, you'll need to give them language support so that they assimilate the content with far less stress. (Frankly, even students whose language is English, in this case, might have problems with the vocabulary if they are not well-read!) First, we identify words and terms that might be foreign to students or that might have different meanings in different subject areas. Second, type these words into textboxes. (I'm showing you six of the words I've chosen. I'd usually make a set of 15-20 words for this activity.) Third, find an image to add to each textbox. Studies show that using images plus text doubles the learning impact. You can find literal images of the word and that pushes students even further to distinguish between more than one meaning of the same word.

Fourth, give the students the tools that will help them feel confident when speaking. Prepare and handout a 'decipher sheet' that shows the words you've identified, their meanings in the context of the text they're going to read ,and sentences using those words in that context.**** Now, the activity. Give each pair a set of the text boxes cut up individually. They place 5-6 of them down at a time. One student turns around while the other student takes one of the cards away. The first student turns back and has to remember which card is missing, say the word, describe the image, define it and and use the word in a sentence. (You can decide if they can read the definition and sentence from the decipher sheet.) The activity continues until you're convinced that the students have assimilated the meaning of the words fairly well. (I would say 15-20 minutes maximimum.) You can always repeat the activity another time. Let's try this in a primary natural science class. We're about to begin a chapter on 'Energy'. I usually go to the review pages at the end of the chapter because that's where we'll find all the vocabulary the students will need to know. instead of trying to find them throughout the chapter. Same as before, we identify academic words. The obvious ones are highlighted: kinetic, electrical, chemical, light, sound, thermal. However, for students whose home language is other than the language of this text, there are more academic words that are not so obvious such as: forms, heat, non-living, knife, plug, burn, bulb, noise, switch.

We put these words into text boxes. Add images. In primary, I'd say it's less important to stress the definition than to use the words in

sentences. The images are fairly self-explanatory. Here's a table you can give them. Cut up the textboxes individually. Give a set to each pair of students. One student turns around, the other student takes one away one of the textboxes. The first student turns back and needs to remember the missing word, state the word,

describe the image, and use it in a sentence. The activity continues until the students are more comfortable with the words and are able to

use them in sentences fairly easily. And that's it! A scaffolding technique you can try in your classes to help your students learn academic language. So, all you SUPER TEACHERS I hope to see you next time. Please send any comments you may have. You can find me at: https://scaffoldingmagic.com/ Meantime, have fun in your classes! Bye! * Witte, Karl (1914). The Education of Karl Witte: Or, The Training of the Child. New York, Thomas Y. Crowell Company. ** Zwiers, Jeff & Crawford, Marie (2011). Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings, USA, Stenhouse Publishers. *** Beck, Isabel L. (2008). Creating Robust Vocabulary, New York, Guildford Publishing. **** Recommended dictionary for sentence examples: Collins COBUILD dictionary

Donna Lee Fields CLIL SCAFFOLDING 7 #16 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=61vsGGicEG0 META TALK: Brainstorming is often the method of choice for teachers first supplementing their lessons with scaffolding techniques; however, it is far from ideal as it necessarily assesses evidence of students' retention of past material in a public manner; further it only activates the participation of one student at a time. Thus, it brings up the students' fears of evaluation, of being judged, of appearing foolish in front of their classmates, of making possible linguistic mistakes and/or for sharing ideas that are a esoteric and might not be accepted by peers. Brainwriting is an effective alternative. Not only does the dynamic relieve students of the anxiety of the public classroom forum in which they have to 'perform' , but it often yields more ideas in less time than traditional group brainstorming. The scaffolding technique outlined below also holds the recommendation of ending the activity by synthesising information. This promotes acquisition of long-term memory which in turn increases the number of synaptic connections in the brain, leading to increased brain function.* Giving the students the time to do this helps them to move the information into longer-term memory and so will begin the unit with greater chances of overall comprehension. TRANSCRIPT: Hi! I'm Donna Fields and welcome to CLIL Scaffolding 7. This is a series of webinars designed to give support to teachers using scaffolding in their lessons. Today, we're going to go over how Scaffolding Technique #16 works. You can find it and 100 more activities in my book 101 Scaffolding Techniques for Language Teaching and Learning that's also been translated into Spanish. Scaffolding we can say is a way to support our students so that they can move into new learning with more confidence. The objective for this session is to show how important brainwriting is. I'll show you examples using Scaffolding Technique #16 in a primary and secondary lesson and you can adapt it to any lessons you give. Brainstorming and mindmapping are two common scaffolding techniques. The teacher stands in front of the room, asks the students what they know about a subject and waits for students to shout out answers. Think about it, though. Who always answers those questions? The same students as always. And who doesn't answer? The same students as always. The introverts who are too embarrassed to speak in front of others either because they don't know the subject or they are afraid of making linguistic mistakes, and the ones who are a little too cool to participate. We want all of the students to participate. Brainwriting solves this dysfunctional dynamic. (You can read more about the benefits of brainwriting in the transcript of this video at the Youtube page.) Essentially, instead of calling out answers, each student has time to write stream of consciousness thoughts on the subject at hand. Let's see how this works in school. We'll start with a secondary Math class. You're about to begin a chapter on trigonometry You want to help the students activate past knowledge of fundamental math concepts that will help them move into trigonometry more logically and with more confidence. In groups of 4, each student has a piece of paper. (I have

coloured pieces of paper here because I love colours, but they can use any type of recycled paper they have.) Each student of them writes on the top of their piece of paper: This is what I know about... and then, a different student in each group finishes the sentences with the subjects you write on the board. In this case it might be what you see here. (Even though there are probably 4 people in each group, I usually have 6 subjects ready in case there are extra people in some groups.) Once they have their statements written on the paper in front of them, you give a signal and they have 45 seconds to write everything they know about that subject. When the 45 seconds is up, you give another signal and the students pass the piece of paper they've been working on to the group member on their left. They then have 45 seconds to write everything they know about the new subject in front of them. They can quickly read what the last person wrote if they want to. You repeat this dynamic until all the students have had a turn writing on each subject. The students synthesise what they've written and share their summaries it with the rest of the class. You can have them vote on the clearest, longest, shortest, strangest, summary. Have fun with this part. Giving the summaries is another opportunity for the students to remember past studies and get oriented so that when they begin the new chapter their minds will be working and ready to build on refreshed past knowledge. So let's try the same thing with a primary art class. You're beginning a chapter on design. You want your students to activate knowledge from past art classes. In groups, students write on a piece of paper: This is what I know about... and then each student in each group finishes with a different ending from a list you've written on the board such as these: You give them 45 seconds to write everything they remember about the subject in front of them, when the time is up, you give another signal and they pass their pieces of paper to the person on their left, and you continue this way until each member of the group has written on each subject. They synthesise what they wrote and share with the class. And that's it! But you've helped your students access their past knowledge of many different facets of the subject you're moving into in a very short period of time. You've also helped create a safe environment that has helped to reduce anxiety. They've worked collaboratively within a structure where no one can either be dominant or inactive theoretically. So it's a very powerful scaffolding activity.. So all you SUPER TEACHERS out there. This has been another scaffolding idea that I hope you can use in your lessons and I look forward to hearing any comments you have. You can find me at: https://scaffoldingmagic.com/ I look forward to seeing you next time. Bye! *Doidge, Norman (2007). The Brain that Changes Itself. (p. 218) Penguin Books.

Donna Lee Fields CLIL SCAFFOLDING 8 #56 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=61HhyH75Y1Q META TALK: In the professional world, effective questioning skills can often be the difference between gaining employment or not. One of the highly ranked skills wanted by employers is asking good questions. One reason this is so important is because a good question sparks conversation, brings up issues that have not yet been addressed and forces a person to look at an issue from different perspectives.* If we model effective questioning skills in the educational environment, we are teaching our students how to be more effective thinkers both in the moment and in the future. Open-ended are formulated to allow for a wide range of possible answers. The opposite of a closed-ended question, which encourages a short or single-word answer, open-ended questions tend to be more objective and less leading. Instead of predictable answers, they elicit fresh and sometimes even startling insights and ideas, opening minds and enabling teachers and students to build knowledge together. TRANSCRIPT: Hi, I'm Donna Fields and welcome to CLIL Scaffolding 8. It's a series of webinars designed to help give you support for using scaffolding in your classroom. Today we're going to talk about how to use scaffolding technique #56, that you can find in my book: 101 Scaffolding Techniques for Language Teaching and Learning that has also been translated into Spanish. The objectives for this session - as you know, I think it's very important to share our objectives and even collaborate making these objectives with our students - is to show how easy it is to scaffold graphs and tables using scaffolding technique #56. I'm going to give you an example for a primary and secondary lesson. You can use it with whatever lessons that you need it for. Scaffolding technique #56 is called 'Ask Me Anything' and it's based on using question structures to interact with graphs and tables. The studies show that 80% of the questions we ask and textbooks ask in the classroom use lower order thinking skills, so today we're going to help push our students to use higher order thinking skills. Gathering, collecting and interpreting numerical information is a very important skill but still we want to use information that's relevant to our students and help them become more emotionally involved in it because that's when the students become more involved in their own learning. Scaffolding technique #56 is called 'Ask Me Anything' and we're going to use a secondary social science class. This graph has to do with the incredible imbalance in the United States between black men in prison and white men. So again, the point is to use real-life issues so that the students feel that their studies cross the boundaries of the classroom and that the subjects are relevant to them because when they feel that their studies are more relevant they get more involved. Again, most of the questions the students are going to hear and read in their textbooks are lower order thinking skills. That's okay to a certain extent. In pairs, first they're going to make questions using this graph - for instance they might ask some very easy and direct questions: What was the total amount of black men in prison in the year 2000? Or What's the difference between the black men enrolled in post-secondary education in the year 2000 and the year 2004? After they've spent about five or ten minutes writing these lower-order questions, asking each other and answering them (that's okay because they're they're interacting with the graphs), now let's push them to use higher order thinking skills.

Let's give them some questions that they may not have thought of themselves. You can write the following beginnings on the board. They finish them and then ask each other, using the graphs. So, for instance you can ask them to finish these questions: Do you wonder...? Why do you think there's a correlation between...? How do you see the difference between...? Is there reason why...? Did you expect...? Based on...how do you infer...? Is this similar to...? In their pairs, they're going to finish these questions, and then join with another pair to ask and answer them. In this way, they'll be analysing the graph in a whole different way. Some of your students might have already structured questions that use higher-order level thinking skills but most of them probably haven't, so this is pushing them a little bit. We can encourage them to use higher order thinking skills even more by asking even more open questions. For instance: What does the graph not show? What else can you conclude from these findings? (Even with four people writing questions, there's going to be more information they have't thought of.) How could you present this information in a different way? (Encourage them to be creative by using the information in another way - another type of chart or another visual representation of it.) Do you have any questions you might like to ask that nobody else is asked? (This helps the students feel more ownership about the task. If they haven't been heard or represented yet, here is their opportunity,) Let's try this in a primary natural science class. We're going to use a pie chart about birds. We want to help students use open-ended questions. A lot of the time we do the cognitive work for our students, and we determine the relationship ahead of time. This limits our students' imagination. They could give us much more creative analyses if we give them the opportunity. After they work in pairs asking each other direct (probably lower-level) questions we're going to push them into higher order level thinking questions. After they've worked in pairs for 5-10 minutes asking each other the lower-level questions We're going to help them use higher order level thinking by using questions that require the word 'I' in the answer. 'I' statements are more powerful for the brain the studies have shown us. When students use 'I' they feel more powerful and more recognized in the classroom, Here we're going to ask students to finish these questions, and then answer them: Could you explain how you...? What are your reasons for concluding that...? What evidence do you have for saying...? What do you see as other possible outcomes for...? Could you distinguish between...? What would happen if...? You could also ask them; What are other ways to interpret the data? This helps to challenge the students and in the end they feel more confident and competent in their analytic thinking. That's it! Using this simple scaffolding technique we've encouraged students to use higher order thinking skills, we've encouraged them to have a sense of ownership about their studies, and we've helped them use deeper analytic thinking. So for all you SUPER TEACHERS out there. Thank you so much for joining! I look forward to any comments you have you can find me at: comments you have. You can find me at: https://scaffoldingmagic.com/ I hope to see you next time have fun in your classes! Bye! **Zwiers, Jeff & Crawford, Marie (2011). Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings, USA, Stenhouse Publishers.

Donna Lee Fields CLIL SCAFFOLDING 9 #60 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=SWnfrjWzpM4&t=46s META TALK: Humour is manifested in different cultures in different ways. American humour, for instance, is binary and is either present or politely absent. In the Far East, on the other hand, one encounters a wide spectrum of subtle degrees of humour that are commonly present.* In our work cultivating global citizens, therefore, it is important to help our students develop their discernment of irony and simpler forms of humour so that they are are more attune to its presence in different circumstances and can react accordingly. On a more colloquial level, humour brings enthusiasm, positive feelings and optimism to the classroom. Irony, the highest form of humour, generates cognitive activity and changes the dynamic of the class. Using humour and irony in contentious ways will help students to see their lessons from a different frame of mind; once they are more relaxed, you can have more meaningful verbal exchanges about the topic at hand. TRANSCRIPT: Hi, I'm Donna Fields and welcome to CLIL Scaffolding 9. It's a series of webinars designed to help give you support for using scaffolding in your lessons. Today we're going to use scaffolding technique #60, that you can find in my book: 101 Scaffolding Techniques for Language Teaching and Learning that has also been translated into Spanish. A lot of you probably know that the mind learns new knowledge on the foundation of older knowledge. Scaffolding is a way to activate this past knowledge to help students to move forward in their learning. Today's objective is to to use humour to scaffold material. I'm going to show you in a primary and secondary lesson but you can use it with any group you need it for. Scaffolding technique #60 is called 'Who's on First?' and it refers to a comedy routine that's funny because of its many misunderstandings. We'll use the same technique to pre-present material to students so that they're distracted a bit from the fact that they're learning content in a language that is not their home language. Are you ready to see how this works in a secondary classroom? Let's try a history lesson. We turn all the information into multiple-choice questions. You can give more options if you want to, challenging them even more. In this case, I've only given two. The first question is: 'What did the Celtic people do for food? The first option is: They stole food from their neighbours. The second option is: They raised livestock (sheep, goats and pigs) and also knew a lot about agriculture and metallurgy. The correct answer is obviously the second. However, the students have to read the first option to know that it's not correct and hopefully they'll find it funny, be surprised, realise that this is not a typical multiple choice test, and begin to become more involved. If they insist that the correct answer is Option 1, let them! Probably some Celts did steal from their neighbours. The point is that the students have to justify their answers verbally.

What's more, each question is written deliberately. They both have vocabulary the students will see in the chapter (neighbours, agriculture, metallurgy and livestock, for instance). You've gone even further because in the textbook the word 'livestock' isn't defined. Here you've defined it for them (sheep, goats, pigs, etc.) so that they have more of a chance of understanding it when they see it later in the chapter. Th next question: Where did the Celtic people live? The first option is: They lived in fortified settlements called castors. Their dwellings were circular. Option 2 is: In large boats with wings. Again, if they pick Option 2, they just need to justify why they believe the Celts lived in winged boats. In any case, the vocabulary (boats, wings, settlements, castors, dwellings, etc.) is from the chapter. We've just mixed them up into humorous sentences. Question #3: What was one of the differences between the Celtic and Iberian peoples? Option 1 is: The Celts lived in underwater igloos. Option 2: The Iberians lived in rectangular settlements that were walled. Again, they can argue that Option 1 could be correct, but they have to understand the sentence to be able to justify it verbally and that's important for them as they'll see that vocabulary in other parts of the chapter, just not in this order! How about if we try it with primary now. Let's try it with a lower primary math class.** The first question you might ask them is: What is this? Option 1 is: A purple bicycle. Option 2: A yellow square. Obviously it's a yellow square but they have to read Option 1 to know that it's not correct and it's vocabulary that's useful to them. Question 2: I'm sure that you can think of even more imaginative options than this, but Option 1 is: A red mountain with no trees. Option 2: A green triangle. Probably they're going to say 'a green triangle', but they might find the first option amusing in any case. Number 3 is in the same vein: Option 1: A blue hexagon. Option 2: An ice-cream cone with five sides. First of all, it's not an ice-cream cone and it has six sides. Once they realise that, some of them will make the connection that a hexagon has six sides. Let them make cognitive connections by themselves if possible. And that's it! Another simple scaffolding technique that I hope you can use in your classes. I look forward to any comments you have. You can find me at: https://scaffoldingmagic.com/ So all you SUPER TEACHERS out there, I look forward to seeing you next. See you soon. Bye! * Hall, Edward T. (1973). The Silent Language. New York. Anchor Books ** This primary lesson is similar to the Stroop Effect: http://www.wisegeek.org/what-is-the-stroop-effect.htm#didyouknowout

Donna Lee Fields CLIL SCAFFOLDING 10 #9 in 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=bhqvTCRQ4x4&t=38s META TALK It is important for educators to provide multiple entry points into lessons. Some children in the class might be able to use the language of instruction without adaption while other might only be able to draw a picture. We need to, therefore, present material in different styles and allow students to demonstrate their understanding in different ways.* Howard Gardner argues that there is both a biological and cultural basis for multiple intelligences. All societies value different types of intelligences. The cultural value placed upon the ability to perform certain tasks provides the motivation to become skilled in those areas. Thus, while particular intelligences might be highly evolved in many people of one culture, those same intelligences might not be as developed in the individuals of another. Teachers can combat these cultural predilections by presenting material in styles that engage most or all of the intelligences. TRANSCRIPT: Hi, I'm Donna Fields and welcome to CLIL Scaffolding 10. It's a series of webinars designed to help give you support for using scaffolding in your lessons. Today we're going to use scaffolding technique #9. You can find it in my book: 101 Scaffolding Techniques for Language Teaching and Learning that has also been translated into Spanish. Scaffolding is an activity or technique specifically designed to help students meet their learning goals. Today's objective is to show how powerful activities are that have been planned with different learning styles and intelligences in mind. I'm going to show you in a primary and secondary lesson and you can adapt it to your needs. Let's start with a secondary economics lesson. You have a text that the students need to read; however, it's dense, has a lot of new ideas and you want to help your students - whose home language is other than the language of the text - fell less stress when they read it. What do we do? We take key sentences from the text and divide them up into text boxes like these. There's a blank space above and lines below. You'll see why. You cut up the textboxes, give a set to each group of students and they have three tasks: 1) divide up the work fairly amongst themselves; 2) make a drawing that illustrates a concept in the sentence in each textbox; and 3) rewrite the information in the textbox in another form - in the past, in the future, in conditional, in reported speech, whatever you think will help them most. It's okay to ask our student to focus on language as long as it's in the context of the content they're working on - and hopefully something meaningful to them. Once they've made their drawings and rewritten the sentences you can ask one person from each group to make a drawing on the board of one of the textboxes. The rest guess which sentences is represented by each drawing. This reinforces the information even more and helps create a lighter atmosphere with information that is fairly dry and possibly difficult - both in content and language.

Now the students are ready to begin reading the chapter and they'll be much more prepared both in understanding the concepts and recognising language. Let's try it with a primary P.E. lesson. You're going to begin basketball. P.E. teachers are always asking me how they can incorporate another language in their classes since most don't necessarily require speaking. Learning rules in another language is a perfect opportunity to incorporate language in a meaningful context. Instead of asking the students simply to read and memorise the rules of basketball, this technique gives them the opportunity to help theory and rules come alive. Take 8-10 key sentences from the rules of basketball and put them into textboxes. Cut up the textboxes individually, give one set to each group of students, and they divide them up amongst themselves, make a drawing, and in this case you ask them to rewrite the rules using 'I heard' statements. Using 'I' statements is proven to help students connect more to the material and feel more empowered in general. In this case you can see that one student wrote: 'I heard that the ball can be advanced up the floor with the hands only...' and another one: 'I heard that 3 point shots are made beyond the 3-point line.' The students share their drawings, guess which rules the drawings represent, and they're ready to play - much more informed! And that's it! Another simple scaffolding technique that I hope you can use in your classes. I look forward to any comments you have. You can find me at: https://scaffoldingmagic.com/ So all you SUPER TEACHERS out there, I look forward to seeing you next. See you soon. Bye! *Garcia, Ofelia (2009). Bilingual Education in the 21st Century: A Global perspective. Singapore. Wiley-Blackwell.

Donna Lee Fields CLIL SCAFFOLDING 11 #104 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=Xs0QXKN9e0k META TALK: Critical thinking consists of seeing both sides of an issue, being open to new evidence, deducing and inferring conclusions from available facts.* Inferential reasoning enables students to construct new knowledge by considering, connecting past knowledge to new. This dynamic activates the hippocampus which is part of the brain responsible for retaining short-term, long-term and spatial memory. Teachers can encourage inferential reasoning by giving students material in which they have to make inferences (about stories, history, time lines, etc.) in order to fill in missing information - that is subtly inferred. Students can be encouraged to make educated guesses about what is not presented by using the information that is presented. TRANSCRIPT: Hi. I'm Donna Fields and welcome to CLIL Scaffolding 11. It's a series of webinars designed to give you support for using scaffolding in your lessons. Today we're going to use scaffolding technique #104. One hundred and one more of these techniques can be found in my book: 101 Scaffolding Techniques for Language Teaching and Learning, that has also been translated into Spanish. We can use Jerome Bruner's definition of scaffolding: a technique or activity that targets skills students need to learn difficult tasks. Today's objective is to show how sequencing can be used to develop inferential reasoning. I'm going to show you in a primary and secondary lesson and you can use it at any level you need it for. Let's start with a secondary literature lesson. Your students need to read the autobiography of Nelson Mandela. One way to help them with the scope of time that is covered in the book is by choosing key moments in the author's life, making them visible, and letting the students order them sequentially. They talk about these key moments, and also what might have happened in between these benchmarks - both in history and in the author's life. So, what do we do?

Choose 8-10 key moments in the text we're going to use with our students Find images that represent these key moments Place both in textboxes Include a very short caption under each image explains it very briefly Print out a set for each pair of students in the class (using coloured paper helps keep the

material organised. It's different from the worksheets the students get, it changes the atmosphere of the lesson, it's easier to keep the sets separate, and colours are wonderful!

In pairs, students put the images in order, according to the information in the captions. They then verbalise what they see, using the captions - and expanding on them. Here's an example:

A pair of students might have this exchange with the first two images:

Student 1: Nelson Mandela was born on the 18th of July, 1918 in Transkel, South Africa, South Africa is on the continent of Africa. Student 2: Nelson Mandela's father died in 1930. So he was 12 years old. He was brought u by the king of his tribe, Jongintaba...I can't pronounce his name!

In both instances, the little bit of information you've given is a scaffold in itself - you've given the students the confidence to dare to make complete sentences and also to add some information by themselves. By saying 'I can't pronounce his name' is a valid addition. The student is communicating a thought aloud in a language that probably isn't her home language. After the students have verbalised the information literally, you can now encourage them to use inferential reasoning to make suppositions about what happened - either in the author's life or in history in general - between the key moments they have represented in front of them. You can use questions like these that provoke deeper thinking:

What happened in between the dates mentioned? What affect do you think Mandela’s surrogate father had on him, being a tribal leader and

king? What schooling did he probably have due to the fact that he opened his own law firm? What do you think led him to begin a campaign of civil disobedience? Why do you think the F.W. de Klerk won the Nobel Peace Prize with Mandela? What type of president do you suppose Mandela was? What do you think he did after being president?

To answer them, they need to pull from their knowledge of historical events and human nature in general. An example of this further discussion might be:

Student 1: Nelson Mandela was brought up by the king of his tribe and opened the first black law practice in South Africa in 1952. Maybe he had the courage to open the first black law practice in South Africa because of the courage the king gave him. Student 2: Maybe he became a lawyer because he learned from the King that to be a leader it's important to know the law.

Now you can all begin the autobiography and your students will be more invested in the causes and consequences of Mandela's life given their own internal and verbal processing. Let's try it with a primary Social Science lesson. Your students are going to learn about the process of recycling. You have the process represented in images. You print out a set of the images for each pair of students, cut them up individually, and give a set to each pair. The students put the images in order and verbalise the process of recycling. In this case, you can give the students vocabulary to use to verbalise the images. An exchange between two students might be something like this: Student 1: In the first pictures, I see a hand taking a bottle with orange liquid and a bottle of white liquid behind it. Student 2: In the second picture, I see a boy with a glass in his hand and another person pouring orange liquid into the glass. Here are some questions you can give them to encourage them to think about recycling in their own lives and make inferences from the pictures.

Should recycling be taught in school? What kinds of things do you think cannot be recycled?

Do you think people should receive rewards for recycling? Do you think people should receive fines for not recycling? If you had a choice to buy a sweater made from recycled fibers or one that hasn’t, which one

would you choose? Now they are ready to absorb more information about the subject because they've been given the opportunity to think about it and make connections to their own lives beforehand. And that's it! Anther simple scaffolding technique that I hope you can use in your classes. I look forward to any comments you have. You can find me at: https://scaffoldingmagic.com/ So all you SUPER TEACHERS out there - I look forward to seeing you next time. See you soon! Bye! *Willingham, Daniel T. (Summer, 2007). 'Critical Thinking: Why is it so hard to teach?'. American Educator.

Donna Lee Fields CLIL SCAFFOLDING 12 #132 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=8jJmR2pWEnw META TALK Educators and owners of academies who claim to teach critical thinking usually assume that it is a skill, like riding a bicycle, and that, like other skills, once you learn it, you can apply it in any situation. This has, in fact, not proven to be true. The process of thinking is intertwined with the content of thought - that is, domain knowledge. This is crucial in designing lessons that include critical thinking activities. It makes no sense to try to teach critical thinking devoid of factual content.* The trick, then, is to teach our students as many techniques as possible so that they have a toolbox of critical thinking skills that they can access in different context and the better and more efficient thinkers they will be in a wider context. This scaffold uses an adaption of the ancient Egyptian writing - hieroglyphs - as a critical thinking exercise. Students need to tap into inferential and deductive reasoning to be able to successfully complete the combination of textual and visual puzzles. TRANSCRIPT: Hi, I'm Donna Fields and welcome to CLIL Scaffolding 12. It's a series of webinars designed to help give you support for using scaffolding in your lessons. Today we're going to use scaffolding technique #132. One hundred and one more of these technique can be found in my book: 101 Scaffolding Techniques for Language Teaching and Learning that has also been translated into Spanish. Scaffolding is about giving just enough support to students when they are struggling so that they can continue, afterwards, on their own. Today's objective is to scaffold academic terms and phrases through a critical thinking strategy. I'm going to show you in a primary and secondary lesson and you can find more examples, plus pre-school and university-level examples, at my webpage. Let's start with a secondary science lesson. We want our students to become familiar with scientific terms they'll be using during the upcoming unit. Let's make it fun, give them one more critical thinking strategy that they can put in their toolbox of educational skills. So, what do we do? We break down the words, terms and phrases and find images that match the separated syllables. For instance, the first page of the unit has to do with the brain. Let's start with that word to ease into this technique. Let's break down the word into two syllables to make things more fun:

bee/rain What images would represent these two parts of the one-syllable word? Well, now that's it's broken into two syllables, it's easy:

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You can begin with that with your students, they'll see how fun this is and keep going. Let's try a two-syllable word: cortex. If we break down this word, we see that, when said slowly, it is core....tex. What images would use to represent these two syllables? Well, 'core' can be symbolised by the 'core' of an apple. The second part 'tex' can be represented by the state of Texas, which is familiar to people even outside of the United States because of its distinctive shape, so we include a map of Texas. But, we need to get rid of the second part of the name 'as'. That's easy. we just use the minus sign and so the finished hieroglyph is: Let's try it with a primary lesson on nutrition. One of the words your students are going to need to read and say repeatedly is: carbohydrates How can we break this down and make it visual? car...bo...hy...drates The first syllable is easy: car The second syllable sounds like the bow on a present For the third syllable, we can put a person waving 'hi!' The last part of the word is a bit difficult, so we just use the letters themselves. If any of you

have a better idea, please let me know! Let's try this with one more word, now that you're really getting the hang of this: cholesterol. Let's break it into syllables: col...ester....ol Let's use the word 'cold' for the first part, subtract the 'd', include an image of a girl named 'Esther' then plus an old woman, subtract the 'd', and we have: cholesterol!!! And that's it! Another simple scaffolding technique that I hope you can use in your classes. I look forward to any comments you have. You can find me at: https://scaffoldingmagic.com/ So all you SUPER TEACHERS out there, I look forward to seeing you next time and have fun in your classes! Bye! *Willingham, Daniel T. (Summer, 2007). 'Critical Thinking: Why is it so hard to teach?'. American Educator.

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Donna Lee Fields CLIL SCAFFOLDING 13 #112 101 Scaffolding Techniques for Language Teaching and Learning https://www.youtube.com/watch?v=4Bd3-ETH2eI

META TALK

Visible Learning by John Hattie refers to making teaching visible to the

student as well so that students learn to become their own teachers, an

important component of becoming lifelong learners – something we want

students to value.

According to the experts, writing is the most difficult skill for L2 learners to master. The difficulty lies not only in generating and organising ideas, but also in translating these ideas into readable text. The skills involved in writing are highly complex. L2 writers have to pay attention to higher level skills of planning and organising as well as lower level skills of spelling, punctuation, word choice, etc. The difficulty becomes even more pronounced if their language proficiency is weak.*

TRANSCRIPT:

Hi, I'm Donna Fields and welcome to CLIL Scaffolding 13. It's a series of webinars designed to help give you support for using scaffolding in your lessons. Today we're going to use scaffolding technique #112.

One hundred and one more of these technique can be found in my book: 101 Scaffolding Techniques for Language Teaching and Learning that has also been translated into Spanish.

I'm working with a school that has just turned over to student-centred learning and both the teachers and the students are getting used to the change. The scaffold I'm presenting here is intentionally not as active as some of the others, because the students aren't yet at the point where they can learn autonomously with a lot of movement and materials. We're moving towards that gradually. You'll also notice that we're going to scaffold the scaffold!

Let’s start with Secondary in a language class. Here is a page the students need to read and learn. This a mixed-level class so we need to present a scaffold that will challenge the more advanced students and support the lower-level students. What can we do? We want to make the information as visible as possible because first of all text plus images doubles the learning and when we make learning visible we help the students to learn to become their own teachers, which is a crucial component in lifelong learning.

Here is a visible way of seeing the same information. You see I've taken the background photo from the page, taken language that is potentially difficult for the students, found images to represent this language and inserted it in the picture. I've done this twice. If you look at both at the same time, you'll see that there are different images in both pictures, but placed in the same locations. This means the students will have to look back and forth and focus on the differences, describe those differences, and in so doing, teach themselves the academic language that they'll find in the text they will later be responsible for reading.

How do we begin?

We begin with a short power point first, presenting the phrases the students would need to use during an oral exam. Next, we present the academic language we've made visible. We go over the academic language quickly and use translanguaging techniques if necessary to make sure that everyone has a strong understanding of the vocabulary, terms and phrasal verbs.

Our next step is to model what we expect the students to do in their pair work. We begin: Top: In the lower-left-hand corner of the photo there is a clock that says nine-thirty. Bottom: However, in the lower-left hand corner, there is a clock that says midnight..

Using a formative assessment technique** we make sure that all the students understand the task.

Then, we give the photos to each pair of students with a sheet that includes the terms we just went over plus lines where they will write their observations. Any time you can include writing in the tasks, we're helping our students to practice key writing skills: planning, drafting, revising and editing.

Let's try this with a Primary Social Science lesson. Now, this is a little different and also a bit easier because the book provides images and they are easily cut and pasted in different places.

As you see, the images on the two pages are all in different places. So again, we begin with a short Power Point and introduce the terms to identify the images the students will be talking about. We also review the academic language they'll be using so we're sure they understand what they're talking about.

Next, we model the task so they know one way to complete the activity:

Top: The recycling plant is on the upper left.

Bottom: The recycling plant is on the lower left.

Last, we give them both photos, the academic language, and a place to write down their sentences after they've formed them orally with their partners.

And that's it! Another simple scaffolding technique that I hope you can use in your classes. And look at the skills you've helped your students work on!

So all you SUPER TEACHERS out there, I look forward to any comments you have and how you've used the techniques. I look forward to seeing you next time and have fun in your classes! Bye!

You can find me at:

https://scaffoldingmagic.com/

and

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* Richards, Jack C. and Renandya, Willy A. (2002). Methodology in Language Teaching, New York, Cambridge University Press.

** Wiliam, Dylan (2011). Embedded Formative Assessment. Bloomington, IN. Solution Tree Press.