Using information wheels in lessons is a wonderful way of giving our students the opportunity to learn through, among other learning styles, kinesthetic interaction. They’ll be pulling from past knowledge, using deductive reasoning, negotiating meaning, and learning new subject matter, all at the same time. Studies showthat learning is enhanced when students acquire knowledge through active processes that engage them. Literacy is a combination of recognising and matching oral and written language. The most effective ways of promoting literacy is to make vocabulary visible and to create high encounters with these words for your students – in interactive ways. Using wheels to scaffold vocabulary before you read a story can help. Below you’ll see how you can help your students to match words with images with an information wheel. information wheel.
Scaffolding with Information Wheels (Pre-school/lower primary)
$5.00
Using information wheels in lessons is a wonderful way of giving our students the opportunity to learn through, among other learning styles, kinesthetic interaction. They’ll be pulling from past knowledge, using deductive reasoning, negotiating meaning, and learning new subject matter, all at the same time. Studies show that learning is enhanced when students acquire knowledge through active processes that engage them. Literacy is a combination of recognising and matching oral and written language. The most effective ways of promoting literacy is to make vocabulary visible and to create high encounters with these words for your students – in interactive ways. Using wheels to scaffold vocabulary before you read a story can help. Below you’ll see how you can help your students to match words with images with an information wheel. information wheel.
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Scaffolding Texts through Verbal Deliberation (Primary)
This scaffold helps students to become personally involved in whatever text they are asked to read. The technique includes using verbal reasoning to aid in the reading of new material – so that the reader has the opportunity to build a mental representation of the text through critical thinking and deliberation. The active dialogue while reading helps students to maintain active nodes (that might otherwise be passive), and the construct of knowledge then becomes stronger and can be accessed longer.
This scaffold helps students to become personally involved in whatever text they are asked to read. The technique includes using verbal reasoning to aid in the reading of new material – so that the reader has the opportunity to build a mental representation of the text through critical thinking and deliberation. The active dialogue while reading helps students to maintain active nodes (that might otherwise be passive), and the construct of knowledge then becomes stronger and can be accessed longer.
Scaffolding Writing to Elicit Empathy (Primary)
Writing is one of the four cornerstone skills of every inclusive educational curriculum. It helps us form our thoughts into coherent verses and communicate over distance and time. It is a skill usually approached as a way of appeasing bands for standardised exams, but, in fact, is the perfect tool to foster the development and expression of empathy.
Empathy is a way of connecting with other people in such a way so that you show you understand what they’re experiencing – and that you respect their experience as something meaningful – even though you may not understand exactly how it feels for them. In other words, empathy is about finding a way to connect.
Writing is one of the four cornerstone skills of every inclusive educational curriculum. It helps us form our thoughts into coherent verses and communicate over distance and time. It is a skill usually approached as a way of appeasing bands for standardised exams, but, in fact, is the perfect tool to foster the development and expression of empathy.
Empathy is a way of connecting with other people in such a way so that you show you understand what they’re experiencing – and that you respect their experience as something meaningful – even though you may not understand exactly how it feels for them. In other words, empathy is about finding a way to connect.
Scaffolding International Thank You Day (Primary)
The International Thank You Day – celebrated by many on January 11th, others on June 11th – is a wonderful opportunity to help our students to focus on gratitude and add to positive forces in the world. Including gratitude in the educational environments is proven to improve relationships both in and outside of the classroom. Stressing affective factors in our lessons aligns us Vygotsky’s assertion (1978) that our students are more likely to step outside their comfort zone (ZPD) when they feel that they are supported and nurtured.
The International Thank You Day – celebrated by many on January 11th, others on June 11th – is a wonderful opportunity to help our students to focus on gratitude and add to positive forces in the world. Including gratitude in the educational environments is proven to improve relationships both in and outside of the classroom. Stressing affective factors in our lessons aligns us Vygotsky’s assertion (1978) that our students are more likely to step outside their comfort zone (ZPD) when they feel that they are supported and nurtured.
Scaffolding Cultural Differences – Personal Space (Primary)
Cultural differences extend far beyond language, greetings, gestures, dress and beliefs. The very space we create when we meet people – or the absence of that space – is indicative of where we come from and what our understanding is of the (dis)comfort level of those we are with.
This scaffold helps us see how we can honour physical space, amongst many other differences between cultures. It includes the affective side of learning – in developing more understanding and compassionate citizens of the world as our students travel across the planet physically and/or virtually.
