Answer to Question #159662 in English for Khan

Question #159662

Q. Scaffolding in the classroom consists of helpful interactions between the teacher and student that enable the student to do something beyond what he could do independently. A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and also language acquisition. Describe how scaffolding can be used effectively in a secondary English classroom. Elaborate your answer with ten classroom examples.           (10+10=20 Marks)


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Expert's answer
2021-02-01T11:48:10-0500

Scaffolding in Classroom


In classroom scaffolding involves various interactions between a student and a teacher. These interactions are quite helpful as they enable a student to go an extra step and perform task they could not handle independently. A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and, in this case, language acquisition.

When Scaffolding techniques are used correctly and strategically in and English class they may take time but are quite efficient and deliver good results. Through scaffolding, English Language Learners are given the opportunity and the necessary support to acquire language while meeting rigorous academic standards.

Examples of classroom scaffolding include:

1. Giving mini-lessons

This involves breaking new concepts down into bite-sized pieces that build on one another. 

2. Demonstrate/model

Students should be shown examples of what they will learn.

3. Describing concepts using various methods.

Support different learning styles by approaching new concepts from multiple angles

4. Students should be allowed talk time.

This allows students time to process new information.

5. Use of visual aids

For instance, if you’re teaching a lesson on polyhedrons, place models of different types on tables for students to see and touch.

6. Students should be given time for practice.

7. Activation of prior knowledge

Make connections to concepts and skills students have already learned.

8. Front-load concept-specific vocabulary.

rm students with specific academic language they will need to understand ahead of time so that vocabulary doesn’t become a stumbling block to higher level learning.

9. Assess understanding during lessons.

10. Set them up for success.

Give them clear directions and show them exemplars of high-quality work. Finally, provide them with a rubric so they know exactly what to do to successfully master the concept.



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