CLIL AND CLIL

SCAFFOLDING
SCAFFOLDING
- Process by which the teacher supports the learner by breaking down a
task or activity into manageable steps, and by demonstrating skills and
strategies how to complete each step successfully.
- Scaffolding aims at enabling the learners to apply these strategies
independently in order to optimize the learning.
SCAFFOLDING NEEDS PLANNING
CLEAR INSTRUCTIONS IN THE CLASSROOM

While there are many factors that can help or hinder learning,
the act of giving clear instructions is clearly one of the most
crucial.

The way that we give instructions can make or break and

activity.

Without clear instructions, students may become confused,

may lose confidence, and may not get the most out of the
experience.

Without clear instructions, we may find ourselves ending an

exercise with a less than-warm feeling.

KEY
- Break things down
- Explain the activity
- Create a step by step outline
- Let students see what the activity looks like
- Experiment with a student
- Assess their understanding
- Repair misunderstandings

1
SCAFFOLDING STRATEGIES
- Activating prior knowledge.
- Offering a motivational context to pique student interest or curiosity in
the subject at hand.
- Breaking a complex task into easier, more "doable" steps to facilitate
student achievement.
- Showing students an example of the desired outcome before they
complete the task.
- Modeling the thought process for students through "think aloud" talk.
- Offering hints or partial solutions to problems.
- Using mnemonics
- Using verbal cues to prompt student answers.

VERBAL CLUES
Emphasis cues are those which are Organizational cues are those which
given to focus attention on are given to help the listener
important information. understand the order, sequence, or
▪ you need to know relationship of the information in the
▪ you need to note lecture.
▪ you need to understand ▪ the topic is
▪ listen carefully ▪ today we shall discuss
▪ let me emphasize ▪ to introduce
▪ let me repeat ▪ first of all
▪ let me explain ▪ second, third, etc.
▪ then,
▪ next,
▪ as a result

- Teaching students chants or mnemonic devices to ease memorization

of key facts or procedures .
- Facilitating student engagement and participation .
- Displaying a historical timeline to offer a context for learning .
- Using graphic organizers to offer a visual framework for assimilating new
information .
- Teaching key vocabulary terms before reading .
- Guiding the students in making predictions for what they expect will
occur in a story, experiment, or other course of action.
GRAPHIC ORGANIZERS
MIND MAPS

2
MODELLING
• Modeling is an effecting instructional strategy.
• Task modeling occurs when the teacher demonstrates a task student will be
expected to do on their own. It normally precedes the activity or task.
• This strategy is used so that students can first observe what is expected of
them, and so that they feel more comfortable in engaging in a new assignment.
SCAFFOLING THE LANGUAGE
ACTIVATING PRIOR KNOWLEDGE
- Brainstorming ideas to start or finish a topic of study.
- KWL graphic organizer.

SUPPORTING STRATEGIES
- Asking open questions rather than closed ones.
- Peer work
- Revisit content language and communicate it by discussing answers to
questions in pairs.
- Share ideas with a partner
- Report back on research found on the internet
- Prepare posters and powerpoint presentations
- Role play and debates
Language identification
Highlight useful language in the text
Learners may need the language of:
- Comparison and contrast( but, however, on the other hand, etc… )
- location or describing a process, (first, second, third, finally, etc…)
- Certain discourse markers, adverb phrases or
- Prepositional phrases.(for example, for instance, let’s take an example,
etc…)
- Collocations, semi-fixed expressions and set phrases
- Subject-specific and academic vocabulary.
Ask questions

3
SUPPORTING STRATEGIES - VOCABULARY
Helping students with vocabulary. Draw students’ attention to important new
words, as they arise. Explain the word, illustrate it, write it on the board.
Deciding which words to learn:
recording new words
- a) keep a vocabulary book
- b) maintain a database
- c) make a poster
- d) use new words