Go teacher program

1. PROYECTO DE FORMACIÓN
CONTINUA
PARA “GO TEACHERS”
Peace Corps Ecuador
September 12-14, 2014
Module 1
Cuenca

2. Applying
chunking
and
scaffolding
in
the
classroom.
WHY AREN’T OUR
STUDENTS LEARNING?

3. Quickly memorize this
number:
18425558756

4. Quickly memorize this
number:

5. Quickly memorize this
number:
1-612-953-0122

6. HOW DO WE
CURRENTLY TEACH?

7. Hmm today I
need to teach
plurals.

9. Rule 1: For nouns that end
in -O, -CH, -SH, -SS, -X, or
-Z we add -ES
Rule 2: For nouns that
end in a consonant + Y,
we remove the Y and add
-IES
For nouns that end in a
vowel + Y, we just add -S
plurals

10. WHAT?!

11. WHAT?!

13. WHY DIDN’T THEY
UNDERSTAND?!

14. ¡MAJADEROS!

15. We as teachers tend
to blame our students
when they don’t
understand or behave
badly.

16. But in reality, we
should be blaming
ourselves and strive
to be better teachers
for our students.

17. It’s easier than you
think.

18. Chunking
Scaffolding
&

19. 1. What chunking is
2. What scaffolding is
3. How to apply chunking and
scaffolding in the classroom
Objectives

20. WHAT IS CHUNKING?

21. WHAT IS CHUNKING?CHUNK

22. WHAT IS CHUNKING?
A thick piece of something

24. THE Pineapple
A N A L O G Y

28. Rule #1 Rule #2
Rule #4 Rule #3
Irregulars

29. ?

31. Vocabulary
Position
of
adverb
Never
Sometimes
Always
Verb to be
and other
verbs

32. WHAT IS SCAFFOLDING?

33. WHAT IS SCAFFOLDING?

34. WHAT IS SCAFFOLDING?

35. HOW DOES THIS RELATE
TO TEACHING?

36. SCAFFOLDING
Teaching content with a
logical, guided approach.

37. Teachers provide temporary
levels of support that help
students reach higher levels
of comprehension that they
would not be able to reach
without assistance.

38. Teachers gradually provide
less support to the students
as they become more
independent learners.

39. Why do we scaffold?

40. To minimize frustration and
negative emotions experienced
when students are intimidated
by a difficult task and to help
students achieve the learning
goals.

41. Students need to read a long
text.

42. Students need to read a long
text.
- Discuss part of the text to introduce the topic.
- Teach them the vocabulary they will need to
understand the full text.

43. Students need to read a long
text.
- Discuss part of the text to introduce the topic.
- Teach them the vocabulary they will need to
understand the full text.
You do this before
assigning the reading.

44. Students need to introduce themselves.

45. Students need to introduce themselves.
1. Using gestures and actions, the teacher first
teaches how to greet someone with a
handshake. Students practice for 10 min.
2. Learn how to say “hello”: students practice
doing the handshake and then saying “hello.”

46. 3. Learn how to ask somebody’s name: students
practice doing the handshake, saying “hello”
and asking somebody their name.
4. Learn how to say “nice to meet you”: students
practice doing the handshake, saying “hello”,
asking somebody’s name and saying “nice to
meet you.”

47. Each step builds on the
previous step.

48. Rule #1 Rule #2
Rule #4 Rule #3
Irregulars

49. Rule #1/2
Most nouns
add - S
For nouns that end in -O,
-CH, -SH, -SS, -X, or -Z we
add -ES
Day 1

50. Rule #3
For nouns that end in a
consonant + Y, we
remove the Y and add -
IES
Day 2

51. Rule #4
For nouns that end in a
vowel + Y, we just add -S
Day 3

52. Irregulars
Some words have
exceptions:
Man-men
Child-children
Day 4

53. INSTEAD OF TRYING TO
TEACH TOO MUCH
CONTENT AT ONCE, TRY
AND BREAK IT DOWN INTO
CHUNKS, THEN PUT THOSE
CHUNKS IN ORDER.

55. LET’S
PRACTICE!

56. IT UP!
Step 1

57. ?
?
?

59. IT!
Step 2
Scaffold

60. Practice #2

61. IT UP!
Step 1
Chunk

62. ?
?
?

64. IT!
Step 2
Scaffold

65. Practice #3

66. IT UP!
Step 1
Chunk

67. ?
?
?

69. IT!
Step 2
Scaffold

70. What is chunking?
What is scaffolding?