You caught a beauty!!!
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Download PDF of scaffold here.
Theory behind scaffold…
The brain sparks and grows when we make mistakes – even if we are not aware of it – because it is a time of struggle; the brain is challenged, and so this is when it grows the most.* Errors need to be celebrated in our classroom; we need to help our students to embrace the effort they make in their studies and focus on mistakes and successes alike, and not only the outcomes.
This scaffold puts a twist on this dynamic and, instead of an activity that permits students to make mistakes, this one is designed with mistakes already embedded in the material. As in best practices, students then use past knowledge to identify these errors. Through critical thinking, they work together not only to read and understand the concepts in the new information, they look for content and grammatical errors and then make the necessary corrections.
To cater to even more learning styles, this scaffold asks students to physically move throughout the classroom, and interact with the material and their classmates at the same time. The example we use here is from a unit on natural sciences, but you’ll see how you can adapt it to your subject with ease by using the templates provided.
I’ve used this scaffold countless times, with initially reluctant and disbelieving teachers who felt that the students would be overwhelmed with the difficulty of the task. They were the same ones, however, who were the first to rave to their colleagues about the effectiveness of the activity, and how it engaged their students in very interactive ways, preparing them for the body of the lesson.
*Boaler, Jo (2016), Mathematical Mindsets, Jossey-Bass (pp. 11-12).
step by step…
- From a unit you’re about to begin, choose …………………………….. (See above.)
- Below each image, copy ……………………………………..explaining the image.
- For each sentence, make ………………………………. grammar, vocabulary or content
- Number each textbox.
- For a face-to-face class, print out these textbooks and …………………………… (For a virtual class, put them i…………………………………….them one-by-one.)
- Students are given a table with three columns: ……………………….
- Students work in pairs or groups of three (3) to find the errors. (You need to make sure …………………….)
- They write the error in the ………………………. and the correction in the t………………………
- They can use t…………………………..if they need to. (In this way, they are becoming more autonomous and also learning to use the Student Book as a valuable resource.)
- In the face-to-face classroom, students move fr……………………………………negotiating the correction between them, and writing what they agree on in the third column.
- Formative Assessment: In a face-to-face classroom or digital (where you can put the students in breakout rooms), groups combine, share their work, and …………………………………..
- Reflection: How did the activity help you to understand the information? What part of the activity did you like the most and why? Was it helpful to be able to use the Student Book as a resource? What if you had to work individually. How would that have changed your experience in completing this activity?
Scaffoldingmagic.com is your entryway into DYNAMIC bilingual learning methodologies, such as Phenomenon-Based Learning, CLIL, EMI, and ESL. You’ll find ways to implement critical thinking tools (DOK) to promote higher level thinking, the growth mindset, instill an ethic of excellence, deep reflection on learning, and all through multi-cultural, interdisciplinary activities. We have the keys to turning competences into action and to creating collective efficacy in your school so you move ahead as a unified, enthusiastic team.