You caught a beauty!!!

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Download PDF of scaffold here.

theory behind scaffold…

Adding humour to a lesson is always a recipe for success. Humour changes the dynamic of the class and helps students to see their lessons from a different frame of mind. This scaffold uses irony to ………………………………

Of course, there is very little ‘dry material’ in Pre-School classes, especially since Pre-School teachers bring so much energy to virtually anything you do in the classroom. Nevertheless, it’s always nice to remember that we can present new information in a variety of ways to keep our little learners on their toes! (……………………………………!!!)

Humour is very cultural. American humour, for instance, is binary and is either present or absent. In the Far East, on the other hand, one encounters a wide spectrum of subtle degrees of humour that are commonly present.* In cultivating global citizens, it is important that our students know the differences of humour in different cultures – between irony and simpler forms of humour – …………………………………………..

………………………………………………l, humour brings enthusiasm, positive feelings and optimism to the classroom. Irony generates cognitive activity and changes the dynamic of the class. Using humour and irony in conscientious ways w……………………………………………they are more relaxed, you can have more meaningful verbal exchanges about the topic at hand and assimilate new information more deeply.

 In putting this activity together, you’ll have the opportunity to have fun with language. You’ll prepare………………………………………………..instead of believing that everything they are told is the absolute truth. This creates critical thinkers from a very young age.

 You’ll notice that there are no linguistics included in the activity. Developmentally, most scholars in the educational world agree that children don’t need to read until they are 7-years old. Until then, w………………………

*Hall, Edward T. (1973). The Silent Language. New York. Anchor Books

step by step:

1. Print out 10-15 images from a lesson, song, video you’re about to introduce. For each image, ……………………………Download template of this example here.)

2. Give each pair of students a set of the images.
3. You lift up an image and …………………………….. The pairs negotiate (whisper to each other) and one of them c………………………………………

Example:

• Teacher:      I’m holding up the colour red. Please hold up the colour red from your set of cards……………………………………..
• Students:     We’re ……………………..
• Teacher:      I’m holding up a red frog. Please hold up the r………………………………..
• Students:     -…………………………..!!!
• Teacher:      That’s more accurate. I…………………………….. How clever of all of you to see the difference.

(Continue with this dynamic.)

4. Formative Assessment: Project images from the unit on the white board and each group t………………………………….
5. Reflection: ………………………………how they’ve learned the information and tell you whether they thought it was amusing or not – and why.

video explanation…

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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.