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ENITROES

Module 2 - Motivation of teachers and elementary schools in using CLIL and mainstreaming CLIL methodology

Table of Contents

Scaffolding Learning in CLIL Step by Step Guidelines and Tips

  • The first steps in the teaching scaffolding process may include explaining the concept to the students' current level. The teacher may model the problem-solving process or present an approach for completing a task. After this, the scaffolding begins. The teacher then supports the students:
  • The student must be involved in the activity: they must contribute themselves. The importance of adaptation and challenge: the activity must be adapted to the student's level, but at the same time it must be a challenge so that the student's knowledge progresses and does not stagnate.
  • Structured learning development: activities or tasks must be organised in a way that allows for natural development and progress.
  • Break directions into small pieces.
  • Talk to students about the task as they complete it and interact using fluid communication.
  • Group students together to talk about the task and support each other.
  • Refer to models of the task where students can gather additional information.
  • Give students tips and tricks while they are working