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.
Secondary Scaffolds
Scaffolding Writing to Elicit Empathy (Secondary)
$5.00
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.
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Scaffolding Activity for Classic Literature 4: Organise Facts and Feelings Graphically
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Scaffolding Activity for Classic Literature 4: Organise Facts and Feelings Graphically
Here is a scaffold that will help your students keep track of the many characters in the story. Aside from the facts and family trees which can help enormously in following the plot, the graph encourages the students to pay attention to personalities and actions so they can make connections to them and people in their own lives – a key in engaging our students.
$5.00
Here is a scaffold that will help your students keep track of the many characters in the story. Aside from the facts and family trees which can help enormously in following the plot, the graph encourages the students to pay attention to personalities and actions so they can make connections to them and people in their own lives – a key in engaging our students.
Scaffolding Human Rights (Secondary)
March 25th is the International Day of Remembrance of the Victims of Slavery and the Transatlantic Slave Trade. As educators, it’s vital for us to pass on bits of history so that even our youngest learners can internalise the injustice of what happened, in order to create more hope for the human population of today. Most history texts are written in depersonalised structures (passive tense with no recognisable narrator’s voice), and so are divorced from a tangible context that we usually need to connect to the information. Let’s add humanity and feeling to history so that our students see the connection to what happened in the past, their reality, and what they can do to make positive changes in the future.
$5.00
March 25th is the International Day of Remembrance of the Victims of Slavery and the Transatlantic Slave Trade. As educators, it’s vital for us to pass on bits of history so that even our youngest learners can internalise the injustice of what happened, in order to create more hope for the human population of today. Most history texts are written in depersonalised structures (passive tense with no recognisible narrator’s voice), and so are divorced from a tangible context that we usually need to connect to the information. Let’s add humanity and feeling to history so that our students see the connection to what happened in the past, their reality, and what they can do to make positive changes in the future.
Scaffolding with Timelines (Secondary)
We can create timelines – or use ones that are offered in the Student Books – as effective tools our students can use to categorise new knowledge through different learning styles, thus encouraging the information to pass from short-term to long-term memory. **
Timelines are used when there is a definitive focus on the concept being studied. Using them, we create a particular question our students need to answer or some situation or event that they need to understand; we can also, of course, use a queries from their Student Books. Cooperative learning is recommended because, if a challenge arises in which one student is weak on linguistics while another is weak on visual clues, they can work together to transfer their respective weakness into strengths. Previously unsuccessful students can then become successful in making sense of, and will acquire a feeling of control over, the subject matter.
$5.00
We can create timelines – or use ones that are offered in the Student Books – as effective tools our students can use to categorise new knowledge through different learning styles, thus encouraging the information to pass from short-term to long-term memory. **
Timelines are used when there is a definitive focus on the concept being studied. Using them, we create a particular question our students need to answer or some situation or event that they need to understand; we can also, of course, use a queries from their Student Books. Cooperative learning is recommended because, if a challenge arises in which one student is weak on linguistics while another is weak on visual clues, they can work together to transfer their respective weakness into strengths. Previously unsuccessful students can then become successful in making sense of, and will acquire a feeling of control over, the subject matter.
Scaffolding Classical Literature with Tabu
Many ESL teachers will questions the importance of teaching and using classic literature in their classes. We probably all agree that it is not easy to teach in its authentic form as it demands a high level of language proficiency and maturity for any student, and especially students those whose home language is different from that of the class text.
Nevertheless, through varied techniques, the reading of authentic classic literature is an incredibly enriching experience (although your students may not appreciate or admit this until years later!). Gamify the learning and you have students begging for more!!!
$5.00
Many ESL teachers will questions the importance of teaching and using classic literature in their classes. We probably all agree that it is not easy to teach in its authentic form as it demands a high level of language proficiency and maturity for any student, and especially students those whose home language is different from that of the class text.
Nevertheless, through varied techniques, the reading of authentic classic literature is an incredibly enriching experience (although your students may not appreciate or admit this until years later!). Gamify the learning and you have students begging for more!!!
