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Secondary ScaffoldsQuick View
Scaffolding Dialogue for Videos, Movies, Podcasts, Plays (Secondary)
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Pre-School/Lower Primary ScaffodsQuick View
Scaffolding Halloween (Pre-School/Lower Primary)
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Higher Education ScaffoldsQuick View
Scaffolding Images and Text with Mini-Cards (Higher Education)
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Primary ScaffoldsQuick View
Scaffolding Images and Text with Mini-Cards (Pre-School/lower primary)
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Pre-School/Lower Primary ScaffodsQuick View
Scaffolding Instructionsr (Pre-School/Lower Primary)
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- a children’s book writer…
- a poet…
- a poet…
- a children’s book writer…
- a poet…
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Primary ScaffoldsQuick View
Scaffolding International Turtle Day through Poetry and Philosophy (Primary)
$5.00 Add to cart - a philosopher…he had a moral message in all of his stories
- political activist…not all of his books were written with a political message
- a philosopher…he had a moral message in all of his stories
- political activist…not all of his books were written with a political message
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Secondary ScaffoldsQuick View
Scaffolding International Turtle Day through Poetry and Philosophy (Secondary)
$5.00 Add to cart -
Secondary ScaffoldsQuick View
Scaffolding Maps & Graphs with Higher-Order Level Questions (Secondary)
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Higher Education ScaffoldsQuick View
Scaffolding Maps and Graphs with Higher-Order Level Questions (Higher Education)
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Primary ScaffoldsQuick View
Scaffolding Maps and Graphs with Higher-Order Level Questions (Primary)
$5.00 Add to cart
Scaffolding Dialogue for Videos, Movies, Podcasts, Plays (Secondary)
The ability to switch perspective is essential to learning in every domain. For those who follow Deepak Chopra and his deeply rooted scientific conclusions regarding the human condition, the more effort we make in seeing a situation through the perspective of someone we are offended by or disagree with, the more we heal on a cellular level – both emotionally and physically. Students are going to read chunks of dialogue taken from various tracks.
The ability to switch perspective is essential to learning in every domain. For those who follow Deepak Chopra and his deeply rooted scientific conclusions regarding the human condition, the more effort we make in seeing a situation through the perspective of someone we are offended by or disagree with, the more we heal on a cellular level – both emotionally and physically. Students are going to read chunks of dialogue taken from various tracks.
Scaffolding Halloween (Pre-School/Lower Primary)
Students don’t develop number sense by accident or even as a side effect of engaging in informal activities such as puzzles or songs – even those that, on the surface appear to be related to math. Experts insist that although every child can learn number sense, not every child will unless they intentionally and systematically participate in activities that promote the skill. This scaffold focus on that and so much more.
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.
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 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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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 Images and Text with Mini-Cards (Pre-School/lower primary)
We all know by now (pretend that you do, even if you don’t!!!) that teaching critical thinking is a never-ending job. Critical thinking strategies are domain sensitive, which simply means that a strategy that works in art may not work in history, and a strategy that works in for a verbal deliberation may not work in a situation that requires physical movement, etc.
We look at all this as an opportunity to expand our practice. We can take this as an excuse to widen even further the variety of strategies we use in our classroom activities so that when our students go out into the world, they’ll be more prepared because of this little extra effort we put into our lessons.
We all know by now (pretend that you do, even if you don’t!!!) that teaching critical thinking is a never-ending job. Critical thinking strategies are domain sensitive, which simply means that a strategy that works in art may not work in history, and a strategy that works in for a verbal deliberation may not work in a situation that requires physical movement, etc.
We look at all this as an opportunity to expand our practice. We can take this as an excuse to widen even further the variety of strategies we use in our classroom activities so that when our students go out into the world, they’ll be more prepared because of this little extra effort we put into our lessons.
Scaffolding Instructionsr (Pre-School/Lower Primary)
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 from a different frame of mind. This scaffold uses irony to help make potentially dry material more inviting and accessible – irony being the highest form of humour.
Of course, there is very little ‘dry material’ in Pre-School classes, especially since Pre-School teachers bring so much energy to virtually anything you do in the classroom. Nevertheless, it’s always nice to remember that we can present new information in a variety of ways to keep our little learners on their toes! (I grew up with an entire extended family who thrived on challenging all its members – from the eldest to the youngest – through ironic statements and very straight faces. I believe that helped me question everything in a very healthy way!)
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 from a different frame of mind. This scaffold uses irony to help make potentially dry material more inviting and accessible – irony being the highest form of humour.
Of course, there is very little ‘dry material’ in Pre-School classes, especially since Pre-School teachers bring so much energy to virtually anything you do in the classroom. Nevertheless, it’s always nice to remember that we can present new information in a variety of ways to keep our little learners on their toes! (I grew up with an entire extended family who thrived on challenging all its members – from the eldest to the youngest – through ironic statements and very straight faces. I believe that helped me question everything in a very healthy way!)
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 International Turtle Day through Poetry and Philosophy (Primary)
Seriously? A children’s book about turtles is philosophical? Oh yes it is! Theodor Seuss Geisel (Dr. Seuss), was not just a writer of children’s books, but a profound philosopher, a poet, a political advocate (sometimes controversial), and a promoter of critical thinking on all levels.
Scaffolding International Turtle Day through Poetry and Philosophy (Secondary)
A children’s book about turtles is philosophical? Oh yes it is! Theodor Seuss Geisel (Dr. Seuss), was not just a writer of children`s books, but a profound philosopher, a poet, a political advocate (sometimes controversial), and a promoter of critical thinking on all levels.
A children’s book about turtles is philosophical? Oh yes it is! Theodor Seuss Geisel (Dr. Seuss), was not just a writer of children`s books, but a profound philosopher, a poet, a political advocate (sometimes controversial), and a promoter of critical thinking on all levels.
Scaffolding Maps & Graphs with Higher-Order Level Questions (Secondary)
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking.  A well-structured question sparks perspectives that might not have at first occurred to us; they encourage us to look at the issue from different perspectives. Higher-order level questions inspire fresh and sometimes even startling insights and ideas, they open roads for wider perspectives of the issue, and enable teachers and students to work together in constructing understanding. If we use effective questioning skills in the educational environment, we help our students to be more effective thinkers now and in the future.*
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking.  A well-structured question sparks perspectives that might not have at first occurred to us; they encourage us to look at the issue from different perspectives. Higher-order level questions inspire fresh and sometimes even startling insights and ideas, they open roads for wider perspectives of the issue, and enable teachers and students to work together in constructing understanding. If we use effective questioning skills in the educational environment, we help our students to be more effective thinkers now and in the future.*
Scaffolding Maps and Graphs with Higher-Order Level Questions (Higher Education)
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking.
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking.
Scaffolding Maps and Graphs with Higher-Order Level Questions (Primary)
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking. Â A well-structured question sparks perspectives that might not have at first occurred to us; they encourage us to look at the issue from different perspectives. Higher-order level questions inspire fresh and sometimes even startling insights and ideas, they open roads for wider perspectives of the issue, and enable teachers and students to work together in constructing understanding. If we use effective questioning skills in the educational environment, we help our students to be more effective thinkers now and in the future.*
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking. Â A well-structured question sparks perspectives that might not have at first occurred to us; they encourage us to look at the issue from different perspectives. Higher-order level questions inspire fresh and sometimes even startling insights and ideas, they open roads for wider perspectives of the issue, and enable teachers and students to work together in constructing understanding. If we use effective questioning skills in the educational environment, we help our students to be more effective thinkers now and in the future.*
