Video 5: Scaffolding

Loading...

En provenance du cours de Arizona State University

Teach English Now! Foundational Principles

4817 notes

Arizona State University

Teach English Now! Foundational Principles

4817 notes

Cours 1 sur 4 dans Specialization TESOL Certificate, Part 1: Teach English Now!

Through a series of engaging metaphors and stories, prospective and current EFL/ESL teachers will identify, summarize, and evaluate 7 basic language learning paradigms. Learners will be presented information on such foundational principles as motivation, risk taking, two different modes of learning, and balancing the teacher profession. Learners are also given an understanding of basic techniques founded on those principles, such as teacher talk, looking “ridiculous” in order to lower the affective filter, and networking. With these foundational principles in mind, ESL/EFL teachers will scrutinize common assumptions about language learning by comparing how they stack up to research-based core principles.

À partir de la leçon

Module 1: Making Meaning Clear

This course introduces learners to the role of a teacher in helping to motivate and properly engage learners. It begins with a metaphor: language is cake, meaning that language must be presented well in order to be enjoyed (we will actually perform a skit to show this meaning clearly). This module will demonstrate how a teacher can encourage a student and increase motivation by paying attention to techniques such as improving teacher talk, scaffolding language, and the use of body language to make meaning clear. All of these skills, while gained over the course of a lifetime as a language teacher, must be considered primary goals from the very beginning. And all of these skills help a teacher recognize that presentation skills make a difference to learners not only in motivating them, but in allowing them to understand the concepts presented.

Video 3: Making Meaning Clear8:16

Video 4: Teacher Talk7:13

Video 5: Scaffolding5:36

Rencontrer les enseignants

Dr. Justin Shewell
Senior International Educator
Arizona State University
Dr. Shane Dixon
Senior International Educator
Arizona State University Global Launch
Andrea Mürau Haraway
International Educator
Arizona State University, Global Launch

[MUSIC]

Welcome back to Teach English Now.

So far you have been introduced to the concepts of body language and

teacher talk, and their importance in helping you communicate with students,

make meaning clear, and by so doing, help them to learn language.

In this video we are going to talk about scaffolding.

The term scaffolding comes from the platforms workers use

when constructing a building.

Like those scaffolds, which provide a place for

the workers to stand before the building is in place, teachers can provide guides

and structures to help learners comprehend difficult concepts more quickly.

The basic idea of scaffolding is to create opportunities for students to learn

step by step, building upon tasks that will allow them to

combine those basic concepts together to perform more difficult tasks.

So, how do you scaffold?

Well, one of the key scaffolding principles in language learning is

the idea that for a student to understand new and

particularly complex tasks, you first have to model behavior.

Guide students through different parts of a behavior by practice, and

then have the students perform the complex behavior on their own.

Let us show you an example of how this might work in language learning.

First, model the behavior.

Let's say that I have advanced students who are ready to learn how to use

the passive voice.

It is a pretty tricky advanced skill, so

one of the best ways to teach this is to scaffold it.

Generally, I will begin by showing examples of the passive voice,

often in real context, and have learners get a sense of it.

In order to better model the behavior,

I would also break the process into steps, and show those steps to my students.

For example, I might show learners how you take an object from

an active sentence and make it the subject, which is the first step.

Then for the second step I might ask them to add the be verb.

I would also probably only focus on present tense because using a lot of

different tenses might confuse the students initially.

And then finally, I might tell them to add the past participle

after the main verb in the active sentence.

I might also show them an optional fourth step

which is adding the subject of the active sentence using the by phrase.

Now that I have modeled the behavior and shown the steps to the students,

they are ready to move to the second part of scaffolding,

which is practice in a guided or controlled fashion.

I usually try to provide clear instructions and

sample sentences to have students create passive voice.

Once again, performing each step within the process.

First, I will have students find the object.

Then, they will add the be verb.

And finally, I'll instruct them to add a past participle.

After having done a guided practice,

you are finally ready to have students attempt an independent task.

However, often this is an imperfect art.

Sometimes if I see students struggling, I may start from the beginning yet

again by looking at readings with passive voice, or

maybe I will have them continue to do more advanced guided practices with me.

Perhaps I will have students write sentences on their own and

share those sentences with a partner.

Scaffolding is not unidirectional.

It is more recursive, a word that means I will go back and

forth and do it again and again.

Breaking it down for students and then giving them time to practice until

they are comfortable with it independently.

Model, guided practice, independent practice, model,

guided practice, independent practice, repeat.

I think that you will agree that by putting all three techniques together,

using body language, teacher talk, and scaffolding,

that there is a performance aspect to teaching language.

A way to reach a learner through a deliberate use of body, voice and message.

In this way, I think it is appropriate to say that,

for a message to be clear, understood and enjoyable, for

language to be cake, a teacher must be, at least in part, an actor.

Thanks for watching.

[MUSIC]

Explorer notre catalogue

Rejoignez-nous gratuitement et obtenez des recommendations, des mises à jour et des offres personnalisées.

Coursera propose un accès universel à la meilleure formation au monde, en partenariat avec des universités et des organisations du plus haut niveau, pour proposer des cours en ligne.

© 2019 Coursera Inc. Tous droits réservés.

Télécharger dans l'App Store

Disponible sur Google Play