Writing scaffolding
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The document outlines a student-centered writing scaffolding method aimed at achieving writing independence, emphasizing the importance of teacher input at various developmental stages from dependence to independence. It includes strategies like brainstorming, mind mapping, and sentence building that evolve as students progress in their writing skills, encouraging innovative expression without relying heavily on their first language. The document also stresses the significant role teachers play in facilitating this development through modeling, class activities, and tailored support.
Writing scaffolding
- 1. Writing Scaffolding Prepared by: Ms Fella Boudjema, CELTA holder; KET and PET Speaking Examiner
- 3. “What the child is able to do in collaboration today, he will be able to do independently tomorrow”. L. S. Vygotsky
- 4. Student-centred writing method Ultimate goal is writing independence and free from L1 influence Dependent Independent
- 5. Brainstorming and mind mapping Build sentences with simple structures Link sentences and make paragraphs Add flavoured complex structured sentences. Baby Stage- fully dependent: All the phases are influenced by the teacher’s input. Students need a model
- 6. Brainstorming and mind mapping Build sentences with simple structures Link sentences and make paragraphs Add flavoured complex structured sentences. Childhood Stage- semi-dependent: After drilling for a couple of times Students are following the model
- 7. “ Write about your family” Brainstorming and mind mapping Build sentences with simple structures Link sentences and make paragraphs Add flavoured complex structured sentences. Teenage Stage- semi-dependent and rebellious: Students modify the model by trying to be innovative and unique
- 8. “ Write about your family” Brainstorming and mind mapping Build sentences with simple structures Link sentences and make paragraphs Add flavoured complex structured sentences. Adult Stage- independent: Students model themselves
- 9. • “Write about your family members” • Teachers’ ICQs: • Does it mean something to the student? NO • Do I have to model it for the first time? YES • How? Scaffolding Writing
- 10. Teachers model using their own family members, Not more than parents, a brother and a sister, Mind map, Bullet point your ideas, free of language correction, eliciting from students Class correction of language (grammar and vocabulary) Build sentences (signposts) Build paragraphs (ideas flow)
- 11. ◦ Fish bowl activity (model using the centre of the class) ◦ Think aloud (the whole class) ◦ Teacher’s Model (T-class/ class-T) Try the same scenario again using this strategy: ◦ Write about your family
- 12. ◦ Brainstorming (Teacher’s sample, class brainstorming) ◦ Class modelling ◦ Conferencing Try the scenario using this strategy: ◦ Write about your family
- 13. ◦ Intrigue (miming, gestures, pictures, flavours...) ◦ Develop (bullet points) ◦ Conference (building sentences then paragraphs as a class) Try the same scenario using this strategy: ◦ Write about your family
- 14. Try the next stages using the three strategies Ask yourself the following? Are the strategies static? Could I mix and use? How does it work in my classroom? To what extent my students are responsive to each strategy? Now tailor it to meet your students’ needs and gear them towards writing independence
- 15. Teachers ARE important. Teachers ARE influential. Teachers ARE able to make a difference! ~Helen Morsink