Adding humour to a lesson is always a recipe for success. Humour changes the dynamic of the class and helps students to see their lessons with a different frame of mind. This scaffold uses irony – the highest form of humour – to help make potentially dry material more inviting and accessible.
Higher Education Scaffolds
Scaffolding with Irony (Higher Education)
$5.00
Adding humour to a lesson is always a recipe for success. Humour changes the dynamic of the class and helps students to see their lessons with a different frame of mind. This scaffold uses irony – the highest form of humour – to help make potentially dry material more inviting and accessible.
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Scaffolding Academic Language with ‘What’s Missing?’ (Higher Education)
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Scaffolding Academic Language – through errors (higher education)
The brain sparks and grows when we make mistakes – even if we are not aware of it – because it is a time of struggle; the brain is challenged, and so this is when it grows the most.* Errors need to be celebrated in our classroom; we need to help our students to embrace the effort they make in their studies and focus on mistakes and successes alike, and not only the outcomes.
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The brain sparks and grows when we make mistakes – even if we are not aware of it – because it is a time of struggle; the brain is challenged, and so this is when it grows the most.* Errors need to be celebrated in our classroom; we need to help our students to embrace the effort they make in their studies and focus on mistakes and successes alike, and not only the outcomes.
Scaffolding by Enriching the Sequencing Dynamic (Higher Education)
Knowing the sequence of events in a text, story, video, laboratory experiment, sports competition, musical composition, preparation of art materials, etc. is an essential skill for students. This is an integral part of Pre-school and Lower-Primary school lessons, but it is often forgotten in higher grades. We need to intentionally give our students the opportunities to be able to recognise and express sequences, and we need to provide the phrases they can use to clarify the ordering of events.
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Knowing the sequence of events in a text, story, video, laboratory experiment, sports competition, musical composition, preparation of art materials, etc. is an essential skill for students. This is an integral part of Pre-school and Lower-Primary school lessons, but it is often forgotten in higher grades. We need to intentionally give our students the opportunities to be able to recognise and express sequences, and we need to provide the phrases they can use to clarify the ordering of events.
Scaffolding Images and Text with Mini-Cards (Higher Education)
In this scaffold, students have the opportunity to develop their linguistic and visual skills as they negotiate connections between text and images. They also interact with the information through temporal and grammatical transformations, as well as bodily-kinesthetic interplay.
We take every opportunity to expand our practice. Whenever possible, we broaden the variety of strategies we use in our classroom activities so that when our students go out into the world, they are more prepared – all because of the extra effort we put into our lessons.
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$5.00
In this scaffold, students have the opportunity to develop their linguistic and visual skills as they negotiate connections between text and images. They also interact with the information through temporal and grammatical transformations, as well as bodily-kinesthetic interplay.
We take every opportunity to expand our practice. Whenever possible, we broaden the variety of strategies we use in our classroom activities so that when our students go out into the world, they are more prepared – all because of the extra effort we put into our lessons.
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Scaffolding Academic Language with ‘What’s Missing?’ (Higher Education)
This scaffold address the importance of academic language, which is so important that experts assert that the warehouse of words a person has stored away is directly connected to their quality of thinking: higher quality of words equals higher quality of thinking.** In this age of the Fourth Industrial Revolution, the quality of thinking our students reach in our classes, will be the difference between being qualified for jobs that technology is (still) not capable of performing, and watching the world from the sidelines.
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This scaffold address the importance of academic language, which is so important that experts assert that the warehouse of words a person has stored away is directly connected to their quality of thinking: higher quality of words equals higher quality of thinking.** In this age of the Fourth Industrial Revolution, the quality of thinking our students reach in our classes, will be the difference between being qualified for jobs that technology is (still) not capable of performing, and watching the world from the sidelines.
