WRITING TECHNIQUES.pptx

7/29/2019 WRITING TECHNIQUES.pptx

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W E L C O M E T O

SHARING SESSIONS

2013


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BY: RICARDO DEL ROSARIO


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SITUATION IN OUR GROUPS


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Students have no idea about how to

organize a series of sentences


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Most students dont know how to

write in spanish


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Theres a lack of vocabulary


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Instructions are not understood


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Students will copy each other


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WHAT IS SCAFFOLDING INSTRUCTION


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SCAFFOLDING

GOAL

- Allows theprofessor to

help students

transition from

assisted tasks to

independent

performances

(Bliss and Askew

1996)


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HOW DOES SCAFFOLDING WORK?

STEP BY STEPPROCESS

Sufficient guidanceuntil the process is

learned

Remove thesupports

Transfer theresponsability

Complete the taskto the student


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SIX STEPS


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SHOW AND TELL

Modeling for students is a cornerstone of

scaffolding.

Every chance you have, show or demonstrate

to students exactly what they are expected to

do.


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Tap into Prior Knowledge

Ask students to share their own experiences, hunches, andideas about the content or concept of study and have themrelate and connect it to their own lives. Sometimes youmay have to offer hints and suggestions, leading them tothe connections a bit, but once they get there, they will

grasp it as their own.

Launching the learning in your classroom from the priorknowledge of your students, and using this as a frameworkfor future lessons is not only a scaffolding technique, manywould agree it's just simply good teaching.


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Give Time to Talk

All learners need time to process new ideas

and information. They also need time to

verbally make sense of and articulate their

learning with the community of learners who

are also engaged in the same experience and

journey.


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Pre-Teach Vocabulary

Sometimes referred to as frontloading vocabulary, this is a strategy that we

teachers don't use enough. Many of us, are guilty of sending students all alonedown the bumpy, muddy path known as Challenging Text Some lines withdifficult vocabulary. We send them ill prepared and then we are often shockedwhen they: a) lose interest b) create a ruckus c) fall asleep.

It doesn't mean pulling a dozen words from the chapter and having students

look up definitions and write them out (we all know how this will go. Again, seeabove a, b, and c). Instead, introduce the words to sts. in photos, and incontext to things they know and are interested in. Use analogies, metaphorsand invite students to create a symbol or drawing for each word and give timefor discussion of the words (small and whole groups).

Up to this moment. the dictionaries come out. And the dictionaries will beused only to compare with those definitions they've already discovered ontheir own. With the dozen or so words "frontloaded," students are ready, youas their guide, to tackle that challenging text


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Use Visual Aids

Graphic organizers, pictures, and charts can all serve asscaffolding tools. Graphic organizers are very specific inthat they help students visually represent their ideas,organize information, and grasp concepts such assequencing and cause and effect.

A graphic organizer shouldn't be The Product, butrather it's a scaffolding tool that helps guide and shapethe student's thinking so that they can apply it. Somestudents can dive right into the discussion, or writing

an essay, or synthesizing several different hypotheseswithout using a graphic organizer of some sort, butmany of our students benefit from using them with adifficult reading or challenging new information.


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Pause, Ask Questions, Pause, Review

This is a wonderful way to check for understanding while studentsread a chunk of difficult text or learn a new concept or content.Here's how this strategy works: a new idea from discussion or thereading is shared, then pause (providing think time), then ask astrategic question, pausing again.

By strategic, you need to design them ahead of time, make surethey are specific, no open questions. Keep sts engaged as activelisteners by calling on someone to "give the gist" of what was justdiscussed / discovered / questioned.

If the class seems stuck by the questions, provide an opportunityfor students to discuss it with a neighbor.


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MANY

THANKS

CoMMENTS ----- [email protected]

WRITING TECHNIQUES.pptx

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