writing scaffolding
TRANSCRIPT
Writing Scaffolding
Writing Scaffolding
Prepared by: Ms Fella Boudjema, CELTA holder; KET and PET Speaking Examiner
Outline
“What the child is able to do in collaboration today, he will be able to
do independently tomorrow”. L. S. Vygotsky
What is Scaffolding?
Student-centred writing method Ultimate goal is writing independence and free from L1 influence
Why?
Dependent
Independent
How & When? Baby Stage
Brainstorming and mind mapping
Build sentences with simple structures
Link sentences and make paragraphs
Add flavoured complex structured sentences.
Baby Stage- fully dependent:All the phases are influenced by the teacher’s input.Students need a model
How and When? Childhood Stage
Brainstorming and mind mapping
Build sentences with simple structures
Link sentences and make paragraphs
Add flavoured complex structured sentences.
Childhood Stage- semi-dependent:After drilling for a couple of timesStudents are following the model
“ Write about your family”
Why? Teenage Stage
Brainstorming and mind mapping
Build sentences with simple structures
Link sentences and make paragraphs
Add flavoured complex structured sentences.
Teenage Stage- semi-dependent and rebellious:Students modify the model by trying to be innovative and unique
“ Write about your family”
Why? Adult Stage
Brainstorming and mind mapping
Build sentences with simple structures
Link sentences and make paragraphs
Add flavoured complex structured sentences.
Adult Stage- independent:Students model themselves
• “Write about your family members” • Teachers’ ICQs:
• Does it mean something to the student? NO
• Do I have to model it for the first time? YES
• How? Scaffolding Writing
Scenario1: Baby stage
Teachers model using their own family members,
Not more than parents, a brother and a sister, Mind map, Bullet point your ideas, free of language
correction, eliciting from students Class correction of language (grammar and
vocabulary) Build sentences (signposts) Build paragraphs (ideas flow)
Scenario 1: How?
◦Fish bowl activity (model using the centre of the class)
◦Think aloud (the whole class)◦Teacher’s Model (T-class/ class-T)
Try the same scenario again using this strategy:◦Write about your family
Scaffolding Strategies 1:Demonstrate and Tell
◦Brainstorming (Teacher’s sample, class brainstorming)
◦Class modelling ◦Conferencing
Try the scenario using this strategy:◦Write about your family
Scaffolding Strategies 2:Excavate old Knowledge
◦Intrigue (miming, gestures, pictures, flavours...)
◦Develop (bullet points)◦Conference (building sentences then paragraphs as a class)
Try the same scenario using this strategy:◦Write about your family
Scaffolding Strategies 3:The six senses use
Try the next stages using the three strategies
Ask yourself the following? Are the strategies static? Could I mix and use? How does it work in my classroom? To what extent my students are responsive
to each strategy?
Now tailor it to meet your students’ needs and gear them towards writing
independence
Can you do it now?
Teachers ARE important. Teachers ARE influential.
Teachers ARE able to make a difference!
~Helen Morsink
The 3 AREs