Scaffolding
Manel Piñeiro and Carme Florit
Departament d’Ensenyament
Adapted from Mary Chopey-Paquet
Part 1
Observations on scaffolding…
While you watch the
“scaffolding” slideshow,
think about aspects of the
metaphor which have
parallels with teaching-
learning in general, and in a
CLIL context in particular.
Observations on Scaffolding in
construction: BUILDING
Parallels in a CLIL context: TEACHING
You may use a similar table to take notes:
Part 2
Observations on scaffolding…
Now you may compare
your ideas with the ones
offered in the “Scaffolding
Slideshow” part 2.
This scaffold seems to be
a bit chaotic. Is it safe and
strong enough?
This scaffold is an
individual one.
This scaffold
surrounds the whole
building.
Big, well organized
and safe scaffold.
Building a scaffolding
takes time.
Strong and solid links
(joints) are important.
Sometimes we only
need to scaffold a part
of the building.
Do we
provide
safety
tools?
Scaffolding is
an art.
We remove ground levels but
we can build upper levels.
This scaffold hasn’t got
solid foundations.
Do we
provide
safety
tools?
We build a scaffolding
together.
Planning is important.
Scaffolding can be done in
different ways.
Some scaffolds seem to last forever…
Scaffolding helps to
renew (an old building).
What do we scaffold? Ideas,
concepts, language…
Look at what we have built
together!
Variety, diversity, possibilities…
The same scaffold for
everybody but everyone
on a different floor.
Pair work tightens links
First let’s build some solid
foundations/ toeholds.
Sometimes a scaffolding goes down.
Sometimes you can not see
where the scaffolding is, but it
is there (teacher fades)
Scaffolding helps connecting.
We need to have an overview of the
scaffolding we are going to use
during a unit.
I can benefit of having people
on different floors.
Does this scaffolding allow us to
see the building?
I feel good myself when using scaffolding
After watching part 1 and part 2…
You may be able to
write your own
definition of
Scaffolding in CLIL.
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