How to Do Scaffolding Exercises

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Scaffolding is an instructional strategy that helps learners move from their current level of understanding to a higher level. It involves providing support and guidance to learners as they engage in a task or activity. For English as a Second Language (ESL) teachers, scaffolding is an essential tool for helping learners to develop their language skills. In this blog, we will discuss how to do scaffolding exercises for ESL learners.

Defining Scaffolding

Scaffolding is the support and guidance provided by a teacher to help learners develop their understanding and skills. The term “scaffolding” comes from the construction industry, where a temporary framework is used to support workers as they build a structure. In the same way, scaffolding in education is a temporary support that helps learners to build their understanding and skills.

The Role of the Teacher in Scaffolding Exercises

The teacher plays a critical role in scaffolding exercises. The teacher’s job is to provide support and guidance to the learners as they engage in the activity. Below are some of the things which a teacher should be doing during scaffolding:

1. Identify the learner’s current level of understanding: Before beginning a scaffolding exercise, it is essential to understand the learner’s current level of understanding. This will help the teacher to provide appropriate support and guidance.
2. Define the task: Clearly define the task or activity that the learner will be engaging in. This will help the learner to understand what is expected of them.
3. Provide examples: Provide examples of the task or activity to help the learner understand what is required of them. These examples should be clear and relevant to the learner’s level of understanding.
4. Ask questions: Ask questions to help the learner think about the task or activity. This means asking open-ended questions, encouraging student-led discussions, and giving learners opportunities to express their ideas and opinions. These questions should encourage the learner to think critically and help them to develop their understanding.
5. Provide feedback: Provide feedback to the learner as they engage in the task or activity. This feedback should be constructive and help the learner to identify areas where they can improve.
6. Break the task down into smaller steps: Break the task down into smaller steps to make it more manageable for the learner. This will help the learner to focus on one aspect of the task at a time and reduce the feeling of overwhelm.
7. Reduce your talk time: This is another important aspect to keep in mind when carrying out scaffolding exercises. Teachers should avoid talking for extended periods and instead focus on facilitating and guiding the learners’ thinking and understanding.
8. Gradual release of responsibility: The teacher should gradually release responsibility to the learners as they gain confidence and competence. This means reducing the level of support over time and gradually transitioning towards independent learning.

Things to Avoid During Scaffolding:

1. Providing too much support: While support is essential, providing too much support can hinder the learner’s development. It is essential to find a balance between providing enough support to help the learner develop their skills and challenging them to think critically.
2. Being too directive: Being too directive can also hinder the learner’s development. It is essential to encourage the learner to think for themselves and develop their understanding.
3. Using jargon or complex language: Using jargon or complex language can confuse the learner and make the task or activity more challenging than it needs to be. It is essential to use language that the learner can understand.

Scaffolding Activities

Scaffolding exercises can take many forms and can be adapted to suit the needs of individual learners. Below are some exercises you can use:

1. Graphic organizers: Graphic organizers, such as mind maps, diagrams, and flowcharts, can help learners to organize and visualize their thoughts. They are especially useful for learners who struggle with writing or have difficulty expressing their ideas in a logical sequence.
2. Sentence frames: Sentence frames are pre-written sentence starters that learners can use to structure their ideas. They are especially useful for learners who struggle with expressing themselves in writing or speaking.
3. Model texts: Model texts are examples of high-quality writing or speaking that learners can use as a reference when completing a task. Students can analyze and deconstruct model texts which will help them to identify the key elements of effective communication and apply these elements to their own work.
4. Think-alouds: Think-alouds involve the teacher modeling their thinking process as they complete a task or activity. By verbalizing their thoughts and decision-making, learners can better understand the reasoning behind the task and how to approach it.
5. Jigsaw activities: This activities involve breaking down a task or topic into smaller parts and assigning each part to a different group of learners. Each group becomes an expert on their part and then shares their knowledge with the rest of the class. This approach encourages collaboration, communication, and peer teaching.
6. Vocabulary support: Vocabulary support can take many forms, such as providing definitions, synonyms, and translations for key words, or using pictures and real-life examples to help learners understand new words. This support can be especially important for learners who are not yet fluent in the language of instruction.
7. Mnemonics: Mnemonics are memory aids that can help learners remember key information, such as acronyms, rhymes, and visual images. By linking new information to something familiar, learners can better retain and recall what they have learned.
8. Socratic questioning: Socratic questioning involves asking learners a series of open-ended questions to help them think critically and develop their own understanding. This is extremely useful as it encourages learners to analyze and evaluate information, rather than simply memorizing it.

Conclusion:

Scaffolding is an essential tool for ESL teachers to help learners develop their language skills. By providing support and guidance, the teacher can help the learner to move from their current level of understanding to a higher level. To carry out scaffolding exercises effectively, the teacher must understand the learner’s current level of understanding, define the task clearly, provide examples, ask questions, provide feedback, and break the task down into smaller steps. It is also important to avoid providing too much support, being too directive, and using jargon or complex language.