Presentation by Claire Elesha Fatima Juhee and Lala Knowledge Framework vs Knowledge Structure Knowledge Framework KF Knowledge Structure KS Way to organize knowledge so students can learn the language to learn through language and to learn about language ID: 706668
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Slide1
“Teachers’ professional knowledge in scaffolding academic literacies for English language learners”
Presentation by Claire, Elesha, Fatima, Juhee and LalaSlide2
Knowledge Framework vs. Knowledge Structure
Knowledge Framework (KF)
Knowledge Structure (KS)
Way to organize knowledge so students can learn the language: “to learn through language and to learn about language”Examples: Graphic organizers (Venn diagrams, T-charts, etc.)Concepts that relate from one unit to anotherConnect different knowledge frameworks
KF
KF
KS
KF
KSSlide3
Three steps to following the “Social Constructivist Pedagogy”
Building on students’ background knowledge
Thinking and discoursing through the topic or activityReconstructing and realising knowledgeSlide4
Building on students’ background knowledge
Role of Teacher
Role of Student
Determining students’ background knowledge verbally or through written means to see where assistance is needed Sharing what they know with the teacher and/or class Slide5
2. Thinking and discoursing through the topic or activity
where teaching ‘awakens and rouses to life those functions ... which lie in the zone of proximal development’ (Vygotsky 1956: 278) to scaffold the learners to interact with task information (both language and content) socially, collaboratively and critically. Role of TeacherRole of StudentSet appropriate goals for studentsPlan activities to support students in meeting the goal
Analyze the activity for consistency with KFDesign tasks to scaffold learning
Complete scaffolding tasks in preparation for larger assignment Slide6
3. Reconstructing and realising knowledge
to scaffold students to organise and consolidate new understandings, and to realise them linguistically, beyond simple lexis and grammar, into coherent patterns of subject- area-appropriate extended discourse. Role of TeacherRole of Student
Design learning activities to help students meet the goal
Organize & consolidate new understandings
Thinking beyond grammar & simple lexisSlide7
Look at these images and write the first word that comes to mind on the boardSlide8
Fusion vs. Fission
Nuclear fusion
Nuclear fission
1- Fusion is the fusing of two or more lighter atoms into a larger one.1- Fission is the splitting of a large atom into two or more smaller onesSlide9
Nuclear fusion
Nuclear fission
2- Fusion occurs in
stars, such as the sun.2- Fission reaction does not normally occur in nature.Fusion vs. FissionSlide10
Nuclear Fusion
Nuclear Fission
3- Few
radioactive particles are produced by fusion reaction, but if a fission "trigger" is used, radioactive particles will result from that.3-Fission produces many highly radioactive particles.Fusion vs. FissionSlide11
Nuclear Fusion
Nuclear Fission
4. Fusion is an
experimental technology for producing power.4- Fission is used in nuclear power plants.Fusion vs. FissionSlide12
Nuclear Fusion
Nuclear Fission
5-Extremely
high energy is required to bring two or more protons close enough that nuclear forces overcome their electrostatic repulsion.5-Takes little energy to split two atoms in a fission reactionFusion vs. FissionSlide13
Story Time
Write a story from the atom’s point of view
Include the images you drew while taking the notes