You caught a beauty!!!
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theory behind scaffold…
It may interest you to know that the importance placed on different intelligences is tied to social values. A capitalistic society values linguistic-verbal It may interest you to know that the importance placed on different skills is tied to social values. A capitalistic society values linguistic-verbal and mathematical-logical skill, while a communal society places more value on interpersonal and intrapersonal abilities.
The values most honoured in different cultures dictate the amount of focus those skills have in the sphere of education: the importance placed on those abilities provide the motivation to develop those areas. In this global environment, we need …………………………………….. *
Another way to say this, is that it is important for us to ………………………………………… language linguistically without the need for other means of adaption. On the other hand, many of your students need visuals, audio, verbal, kinesthetics or physical interaction with the material – or any combination of these – to assimilate new knowledge.
Alth………………………………….. we present each activity through all learning styles, we can make the effort to embed a variety of means in the activities we have planned, as a whole. In this way, we permit our students to interact and learn through their strengths as well as strengthening their weaknesses).**
This scaffold gives students the opportunity to interact with material through linguistics and visuals. As in the best-planned activities, we also include s………………………………………. The examples used in this activity come from a Natural Science class on energy. You’ll see how easy it is to adapt it to your lesson.
*Garcia, Ofelia (2009). Bilingual Education in the 21st Century: A Global perspective. Singapore. Wiley-Blackwell.
**Education in the 21st Century: A Global perspective. Singapore. Wiley-Blackwell.
Step by step…
- Choose 8-10 sentences from the lesson, unit, project, story, video, podcast you’re about to work on with your students.
2. Place these sentences in
……in text boxes (template), leaving space above for illustrations. (See examples to the left.)
- In groups, students work together to:
- read the sentences aloud,
- r…………………………….)
- ……………………………… some concept of the sentence.
- When the groups are finished, one member of each group ……………………………………..
- The other students…………………………………
- They …… ……………………………………….. in the grammatical structure targeted
- Repeat this dynamic until all sentences have been presented and identified.
Examples from an ICT class
video explanation of scaffold…
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