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Post responses to the following prompts:

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Post responses to the following prompts:

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1. What key takeaways from the article will most impact your approach to scaffolding for multilingual learners? Explain why.

2. Review the "Suggested Scaffolds at Each Proficiency Level" table on page 3. Choose one scaffold you want to try with your students. Describe how you will implement it in an upcoming lesson.

3. How can we at YCIS collaborate to effectively scaffold instruction and assessment across content areas? Propose one concrete step we can take.

Post your responses by clicking on the + next to 'Post-Reading Reflections'

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Watch this quick video that will take you through the protocol for today's reading task.

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Take a moment to consider your current understanding of scaffolding. What does scaffolding mean to you? How do you currently incorporate scaffolds in your teaching?

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Take a moment to consider your current understanding of scaffolding. What does scaffolding mean to you? How do you currently incorporate scaffolds in your teaching?

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Post your initial thoughts by clicking on the + next to 'Pre-Reading Reflections'

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To me, scaffolding means providing structured support that guides students step-by-step to build their understanding and skills independently. As a year 5 homeroom teacher, with mostly Chinese mother tongue students, I incorporate scaffolds by breaking down complex tasks into manageable parts, using visual aids, modeling language and problem-solving strategies, and offering timely feedback. This approach helps bridge language barriers and promotes confident learning.

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Scaffolding - Gradual release of responsibility

What I do in my classroom currently:

-Backwards planning for units

-I do, we do, you do (modeled, guided, independent work)

-Access prior knowledge then build on it

(Pre-assessment, instruction, post-assessment)

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Download to read digitally or print!

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How to Provide Effective Scaffolding Instruction to Support Multilingual Learners | Diane Staehr Fenner

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Ensure meeting the individual needs of every student.

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Scaffolding to me means the support given to allow a student to meet the objectives of the lesson.

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Scaffolding includes : modeling , sentence starters , breaking down of steps to make content and instructions digestible etc.

Ms Lo

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Breaking learning into manageable steps, I do-we do-you do. Offer feedback to students to adjust.Teach with just enough help to keep students challenged but not overwhelmed.

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Scaffolding is providing students with temporary support and tools (visuals, breaking things into small chunks/steps, etc) through demonstration, modeling and guided practice until they can independently complete tasks.

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I believe scaffolding is taking a concept/teaching point and breaking it down into relatively simple steps for kids to access academically.

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As a team we meet with our EAL teacher on a weekly basis. We begin by understanding what students currently need.

We tailor our scaffolding based on their current skill level. We always break down tasks and divide complex tasks into smaller,manageable steps. We use great resources such as widgit to help our visual learners.

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Scaffolding is to provide support to students so they can complete an academic task. In the classroom this can be like breaking down the task into steps and modelling new vocab and sentence stems. Claire year 3

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Scaffolding is the support given to a student in order for them to accomplish lesson objectives.

I break art skills down into simple steps so that they can be practiced by any learner, and order projects such that the skills build upon each other in a natural way. The skills are demonstrated in multiple ways and students are given a range of options for support.

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Scaffolding in Art refers to the structured support Art teachers provide to help young learners develop artistic skills, creativity, and confidence. It involves breaking tasks into manageable steps, offering guidance, and gradually reducing assistance as students gain independence.

Some examples of scaffolding in Art lessons:

Live Demonstrations – Showing techniques (e.g., brush strokes, colour mixing) step-by-step.

Visual Aids – Using examples of art works and art vocabulary/ terms posters to inspire and guide.

Simplified Materials – Providing tools like stencils, templates, or pre-cut clay pieces for younger children.

Open-Ended Challenges – Allowing choices (e.g., "Pick your favourite animal to draw") to foster creativity within structure.

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Scaffolding is how we as teachers plan to make academic language more accessible to all students. This will depend on their English level, prior knowledge and experience of the subject matter ins child’s home language.

Some ways I’ve used the past few years are vocabulary charts, co-teacher support to discuss topics and questions in the home language, tying back to previously taught concepts to develop deeper understanding.

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Supporting students temporarily to bridge the gap between what they know or can do independently and what is currently beyond their reach. Modelling, visual prompts and breaking learning into smaller steps are scaffolds I incorporate.

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Scaffolding should be an instructional strategy of using varied visual aids and segmenting learning activities into manageable sections to enable struggling learners to progressively access and accomplish challenging tasks.

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Scaffolding involves breaking down a task into small achievable steps. Teachers may use examples of past work, starter sentences and stem sentences. Teachers may also scaffold a task over a series of lessons culminating in a larger task. Teachers may show previous students work as an exemplar for excellent practice or provide accessible resources such as a crib sheet or a thesaurus.

Additionally, scaffolding can also involve revisiting learning at intervals within the curriculum to cement student learning overtime.

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Lots of things about scaffolding, Including:

Breaking down how to do something into manageable steps

Something that can be increased/ decreased over time

Not just for those that need help to access the learning taking place. It can be used to extend and help to show what’s possible

They can really help if the teacher made them, or at least is very familiar with the underlying structure

Can potentially be limiting if overused

Best ones can start off simpler and get a bit trickier - in a sequential way

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We think scaffolding is primarily providing support. It can include modeling, breaking down a task into a bite-sized chunk; it is meeting a child where he/she currently is, getting to the next possible step of the milestone, and celebrating the triumph of climbing up the ladder.

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Scaffolding is providing support or structures to enable students to access and then demonstrate the learning at desired levels. Scaffolds can be pre-planned with known student strengths and needs in mind, they can be devised in the moment, as needs become apparent. Scaffolds can be multi-modal and can be short or long-term. Very typical scaffolds include pre-taught and displayed vocabulary (might be translated, accompanied with visuals, sentence examples, etc), sentence starters, pre-teaching questions to elicit background knowledge, pauses to check on understanding, peer support, content presented in multi-modal ways, the list goes on...

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Making the content accesible to all students. That may be breaking down the task, using more visuals, working with more support, I do, we do, you do, etc.

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Scaffolding means to support students in achieve learning objectives, skills, concepts while slowly removing the support as students become more independent.

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Scaffolding is breaking learning / tasks into manageable chunks that are tailored to students' individual abilities. Making harder tasks more achieveable (not just less) and pushing students who finish early to exend their knowledge.

In my lessons, I clearly explain each step students should do and have a visual reminder on the board. I also model a good example of the outcome I expect from students and go over which step in the process they are stuck on and how to get to the next step if students have difficulty.

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To me, scaffolding means it is something temporary to reach something just out of reach. It means that we are assessing to find each child's zone of proximal development and then giving those tools (whether they be actual physical resources or supports like extra time/emotional support etc.) so that they can successfully access year level curriculum or meeting a need outside of the academic realm.

Some ways I scaffold as an EAL teacher:

-Translanguaging partners, seating arrangements, proximity seating to teachers/visuals/resources, I do/we do/you do, explicit and structured instruction, intentional and clear routines and rituals, hand actions, speaking slowly and clearly, readers theatre, songs, giving time to translangauge and think before responding, sentence starters, push-in for high-level English environments, pull-outs when needed to develop foundational skills needed to access curriculum, adjusted scaffolded writing paper, colorful semantics, focusing on joy/play/future usefulness as necessary engagement etc.

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I believe that scaffolding is taking a concept and breaking it down into smaller steps so that students are not overwhelmed with the information they get. It is providing appropriate support and guidance until students can do something independently. To understand a concept the 'I do', 'we do' and eventually the 'you do' approach helps students build their knowledge or master a task.

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Scaffolding in relation to learning is when the learner has more help and guidance at the beginning which is then gradually taken away until the task can be done fully independently. In the classroom, this means working step-by-step through tasks, explaining everything along the way, and doing it multiple times. Vocab lists, pictures, graphic organizers, "I do, we do, you do," reminders, checklists, visuals.

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Scaffolding is breaking down information/material into manageable chunks.

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Scaffolding is providing a structured support for students to build on their current skills and understandings. Since students have varying abilities, the support provided may differ from one student to another.

In a PE context this may look like providing different levels of challenge in gymnastic routines / movements, ability groups in sports / activities, or different amounts of instructional time / independence.

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Scaffolding is how we support learners and help them reach the next level of their learning in any content area. As educators, we need to understand each learner’s zone of proximal development. When we provide content that is slightly above their current level, they are more likely to thrive, gaining confidence and independence. A common image is a child standing on a ladder and stretching on tiptoe to reach an apple.

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Scaffolding is supportive teaching where guidance and resources are provided to students in a structured way to help them become more capable learners. As students develop their skills, this support is gradually removed. As a Year 4 EAL teacher, one example of scaffolding for my students is using visual aids like pictures, graphic organizers, or word banks during lessons. These tools help students understand new vocabulary and concepts by providing clear, accessible support while they build their language skills

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Giving children the opportunity to access the learning by the teacher knowing their level and meeting their learning needs by providing scaffolds eg back ground knowledge, vocabulary, vocabulary dictionaries, graphic organisers, groups.

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Scaffolding is like building a bridge between what my students already know and what they need to learn next. It's providing just enough support to help them reach new learning goals independently. Think of it as temporary "training wheels" that I gradually remove as students become more confident and capable.

How I currently incorporate scaffolds:

- Visual supports

Picture cards, anchor charts, and graphic organizers help students organize their thinking

- Modeling and think-alouds

I demonstrate the learning process step-by-step, showing students how I approach problems

- Chunking information

Breaking complex tasks into smaller, manageable steps

- Peer partnerships - Pairing stronger students with those who need more support

- Question prompts - Using sentence starters like "I think..." or "First, I will..." to guide their responses

- Gradual release - Starting with "I do, we do, you do" - moving from full teacher support to independent practice

The key is knowing when to provide support and when to step back, always aiming to build my students' confidence and independence as learners.

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Scaffolding is giving children structured support to help them learn, and gradually reducing support as they become more independent. In Year 2 it may include providing some children with sentences starters, small group teacher support, providing clear and achievable success criteria and use of word banks.

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Scaffolding - Providing students clear step by step instructions for tasks while breaking down tasks into manageable steps. Each step builds students' knowledge and supports them to complete the next step.

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Most Surprising/Enlightening Scaffold Category

From the "Instructional Practices" category, "Practicing academic language with non-academic topics" was particularly enlightening. This approach is brilliant because it removes the cognitive burden of learning new content while students focus on mastering complex language structures. For example, students could practice comparison language ("In contrast to..." or "Similarly...") by comparing familiar topics like video games or sports teams, rather than struggling with both new scientific concepts AND new academic language simultaneously.

My name is ….

I like to …..

I see …..

I feel….

This scaffold recognises that language acquisition and content learning are separate cognitive processes that can be strategically separated to support student success.

Incorporating Translanguaging This Week

Show and Tell

"Show and Tell in Any Language" - Allow children to share weekend experiences or favourite objects using their home language first, then encourage them to teach one key word to classmates in English. This validates their linguistic heritage whilst building English vocabulary naturally.

Multilingual Labels

Create multilingual classroom labels where children contribute words for common objects (chair/silla/chaise) in their home languages

Turn-and-Talk

One immediate way to incorporate translanguaging would be to implement "Think-Pair-Share in Home Language First/ Turn-and-Talk"  during complex problem-solving activities.

- When introducing a challenging concept, give students 2-3 minutes to discuss their initial thoughts with a partner in their home language – turn-and-talk.

- Then have them transition to English to share their refined ideas with the larger group

- This allows students to access their full linguistic repertoire to process complex ideas before navigating the additional challenge of English expression

This small change honors students' complete language resources while building confidence for English academic discourse.

Simplifying vs. Reducing Linguistic Load

Simplifying the Task (Avoid):

- Having multilingual learners only identify colours while others describe patterns

-Asking ML to count to 5 while others solve simple addition problems

-Having ML trace letters while others write complete words

Have same learning objective

Reducing Linguistic Load (Prioritise):

Story comprehension: All children retell the same story, but multilingual learners use picture cards and simple sentence frames like "The bear was ___"

Math problem solving: All solve the same addition story problems, but multilingual learners use manipulatives, visual supports, and can initially respond by showing with their fingers before verbalising

Science exploration: All students observe plant growth, but multilingual learners can draw their observations first, then use sentence stems like "I see ___" or "The plant is___

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The idea of grouping students as a scaffold makes sense to me. My PGCEi work on Vygotsky and the Zone of Proximal Development shaped how I think about learning through interaction, so I see purposeful grouping as a core scaffold.

One small way I could use translanguaging this week is by letting students share ideas in their home language before moving into English. This feels especially important as I’ll be working more with Year 2 and Year 3 this year, where younger learners may need that extra support to express themselves and build confidence.

I also want to be mindful of how easy it is to simplify tasks rather than reduce the language demands. Simplifying often lowers the challenge, while reducing language demands keeps the task the same but makes the English more manageable, for example with glossaries, visuals, or sentence starters.

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Emailed question 3:

Discuss the difference between "simplifying the task" (which we want to avoid) and "reducing the linguistic load" to access the same complex task (which we want to prioritize). Share examples.

Simplifying the task means you give an easier assignment. For example, instead of writing about how bees help flowers, a student might just color a picture of a bee. This lowering the learning goal.

Reducing the linguistic load means you keep the hard assignment but help with the language. For example, the student still has to explain how bees help flowers, but you give them a word bank, pictures, and sentence starters like "Bees help by ______." This keeping the learning goal high.

Lo

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This is how our Y3 team implements effective scaffolding for multilingual learners: We collaborate with our EAL Teacher, Mrs. Rapp. Close planning with her ensures tailored support for students. We use apps like Widgit which enhances learning by incorporating visual elements, making content more accessible. We provide bilingual vocabulary lists to parents before each unit which fosters home support and reinforces learning. Our co-teaching model creates a bilingual environment, allowing students to benefit from diverse teaching approaches and peer support.

These strategies collectively enhance the learning experience for multilingual students.

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1. Key takeaways

We felt that effective scaffolding starts with questioning and interactive structures. Here are some things we already use or would like to use in our classrooms:

Use prediction questions before reading: What do you think will happen next?

Encourage Think–Pair–Share so students can use language with friends before sharing with the class

Offer sentence stems

Use  barrier games, word sorts.

Create visual prompts (pictures, diagrams, maps) to support comprehension.

Use scaffolded writing strategies like cloze sentences, word banks, and structured frames.

We think these scaffolding strategies are useful in Year 2 because they provide the essential temporary support that builds confidence, reduces cognitive load, and guides students toward independent mastery of reading, writing, and thinking skills.

2. Scaffold we would like to try:

Sentence Stems:

In maths, while comparing vehicles or taking a class survey on favourite transport, you could give them starters like: “Most of us like ______ because…” or “______ is longer than ______.”

During your inquiry time, whether you’re testing toy cars on ramps or talking about pollution, try stems like: “I think boats float because…” or “If I designed a new vehicle, it would have…”

And in literacy, whether it’s discussing a book about trains or writing their own story, sentence starters like “The problem in the story was…” or “First, the rocket…” can really help structure their thoughts.

3. Collaboration at YCIS

One step we can take:

Make a shared Language & Visuals Wall for each unit (e.g. Transport, Habitats).

All subject teachers (English, Maths, Inquiry) contribute to the wall by adding:

Key visuals

Tier 1-3 vocabulary

Sentence stems

Students can use the same visuals in every class.

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1. Key takeaways:

The article provides clear categories of scaffolding, making it easy for teachers to see where we need to allocate our efforts (e.g., materials, practices, groupings).

2. Scaffold to try:

Home language materials

Interactive modeling

Sentence and paragraph frames

For writing groups, we can model for children how we utilize translanguaging (exchanging native language for target language) when we do shared writing.

Thereafter, sentence and paragraph frames can be used for children to practice first at a sentence level, then paragraphs as they get more adept at the writing process.

Finally, home language materials can be target focus so we engage parents as partners in the writing/learning process.

3. YCIS collaboration

Scaffolding is most effective when it goes hand in hand with children's zone of proximal development.

As a school, we can continue to do what we are already doing - building an intricate connection across children's learning content (e.g., Inquiry is tied in with Literacy Writing and Reading) so vocabulary and concepts learned are repeated.

Planning can include different stakeholders (e.g., EAL, homeroom teachers, LS) so all students are catered for. Curriculum content developers can also possibly revisit the speed of the curriculum, to consider giving children more time for individual units to encourage practice and mastery.

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Key Takeaways:

We found it interesting that the article mentioned the removal of scaffolds at some point after students have mastered the lesson objective(s) because it seemed counter-intuitive.

Suggested Scaffolds:

Instructional materials - Word Wall of Art Vocabulary, complete with visual examples.

YCIS Collaboration:

First step we could take is to maybe collaborate with the EAL team to discuss about how scaffolding of art-specific assessments should look like for multilingual students.

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To me, scaffolding in PE means creating a supportive learning environment where skills and tasks are broken down into smaller, more manageable steps. It's about understanding where a student is at and providing just the right amount of help (whether through demonstrations, visual aids, or tailored vocabulary) so they can gradually build their confidence and independence. It's like giving them the tools to succeed, but at their own pace, ensuring that each step they take is a building block toward mastering more complex skills. It’s not just about teaching them a movement; it's about guiding them to the point where they can do it on their own.

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1. Scaffolding is critical for the MLs' to achieve the lesson objective/unit content and not to simplify the tasks. There are three types of scaffolding and not just the one we think of first - giving the materials.

2. Audio versions of texts; Amplified texts

3. Students learn to generate surface, deep and transfer level questions about the text/subject area. This gives them the tool for inquiry that can be used in any subject. We already scaffold across subject/content areas; one thing we can improve is scaffolding across year levels (e.g., Y4-6).

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1. Key takeaways from the article that will impact our approach to scaffolding for multilingual learners
As a team, we realized that some strategies we’ve already been using—like asking students to say tasks out loud in English and Chinese and providing bilingual translations—are effective scaffolds. From the article, we also noted the importance of introducing vocabulary upfront and repeating it throughout lessons. Consistency with tools like Widget across subjects and year levels can help students build familiarity and understanding. Additionally, we recognized that lower primary maths requires attention because it is taught differently from English, and understanding these differences will help us scaffold more effectively.

2. Scaffold we want to try and how we will implement it
Looking at the “Suggested Scaffolds at Each Proficiency Level” table, we want to try using intentional grouping of students with varying abilities. In an upcoming lesson, we plan to pair students strategically so that peers can support one another while practicing new vocabulary and concepts. We will also provide word banks and sentence/paragraph frames to guide their discussions, and co-teach when possible to monitor understanding and engagement.

3. Collaborating to scaffold instruction and assessment across content areas
To support consistent scaffolding across YCIS, we propose integrating Widget into specialist subjects. Since Widget is already being used in some year levels, embedding it into other content areas will provide consistent formats for vocabulary, key concepts, and assessment scaffolds. This will help students see familiar supports across different lessons, build understanding more effectively, and give teachers a shared tool for collaboration.

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Scaffolding is support we provide to make tasks possible and productive within a student's Zone of Proximal Development. Scaffolding is the tools, methods and strategies we use to make learning accessible to bridge the gap from assisted to independent performance. I use various scaffolds to support children especially in phonics and writing.

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Question 1

Key takeaways that will impact our approach to working with multilingual learners include the understanding that scaffolding is a temporary support that should be gradually removed to foster student independence. We will utilise a mix of materials, practices, and groupings to accommodate diverse learning needs, ensuring that scaffolds are tailored to each student’s English proficiency and the complexity of the tasks at hand. Additionally, we will scaffold assessments to fairly measure students' content knowledge rather than just their language skills. Collaboration with colleagues will be essential for planning and applying scaffolds consistently across classrooms, and we will prioritise reflecting on the effectiveness of these scaffolds regularly, adjusting them based on student feedback.

Question 2

We talked about implementing peer collaboration as a scaffold, where students work in pairs to discuss concepts. In our upcoming Inquiry unit we will pair students strategically to encourage them to share their understanding and support each other’s learning. We are also discussing how we can use sentence more effectively in out unit plans.

Question3

To ensure consistency in scaffolding across subject areas, we hope to create a "word and strategy bank" that can be developed throughout the year. This resource will compile key vocabulary and effective learning strategies from each subject area, providing students with cohesive support as they engage with different disciplines.

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As a year 5 team we were surprised by the concept of reduced linguistic load but through discussion and further reflection of the article we could identify that there were many tools we were using in the classroom that already promoted this.

One small way to scaffold more translanguaging in the classroom is to encourage students to use their home languages during group discussions or when brainstorming ideas. For example, you could invite students to talk about a new topic first in their home language with a partner, and then share their ideas in English with the class. You might also display key vocabulary words in multiple languages around the classroom, or allow students to label diagrams and write notes using both English and their home language. These strategies help students feel more confident and included, and make it easier for them to understand and express complex ideas while still engaging with rigorous content. We also discussed the idea of cross class integration of students who have the same first language. This would these students to discuss new learning concepts in their home language.

“Simplifying the task" means making the work itself easier, like giving a simpler math problem or fewer steps in a science experiment. This can stop students from working on challenging and interesting ideas. "Reducing the linguistic load" means keeping the work just as hard, but helping students with the language. For example, instead of making a math problem easier, a teacher could give students a list of important words, pictures, or sentence starters. This way, all students can work on the same tough content, but language is less of a problem.

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Points that resonate:

Scaffolding Assess: This is critical. Don't assume they don't understand the science concept just because they can't write a paragraph about it.

Visuals: The use of interactive modeling where we physically demonstrate a task step-by-step tasks is something we try to practice but is underrated. So powerful.

I think remembering that scaffolding should be done at the right time to bridge gaps between their current knowledge/ability and the end goal is essential. We should not scaffold to the detriment of the child.

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The music department had reflected the importance of utilising vocabularies, not only in instructional phase, but also in assessment.

For assessments, we can potentially pair students with low and high English capabilities together for group work. Their differences will compliment each other well, enabling them both to improve in their English proficiency.

Having vocabularies listed in the form of a bilingual pair also ensures that students who are in lower proficiency of English understands exactly what they are being assessed.

In addition, pictures and gifs would greatly enhance the engagement of students as well, making sure that they fully understand what is being assessed.

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This is how our Y3 team implements effective scaffolding for multilingual learners. We collaborate with our EAL Teacher, Mrs. Rapp. Close planning with her ensures tailored support for students. We use apps like Widgit which enhance learning by incorporating visual elements, making content more accessible. We provide bilingual vocabulary lists to parents before each unit, which fosters home support and reinforces learning. Our co-teaching model creates a bilingual environment, allowing students to benefit from diverse teaching approaches and peer support.

We find these strategies collectively enhance the learning experience for multilingual students.

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1. The most enlightening example was "Instructional Grouping." We use group work frequently, but we often forget to scaffold how to collaborate, especially for young learners and multilingual students. Without explicit roles, it's easy for one or two students to do the bulk of the work while others disengage. Defining specific, manageable roles ensures every student has a purposeful task and a clear way to participate, making our group work a positive and fair experience for all.

2. A simple effective way to incorporate translanguaging is by intentionally inviting students' home languages when we introduce our new vocabulary word. For example, if the word is "community," you could  invite students who know the word in another language to share it. We would then label a simple drawing with the word in all the languages spoken by the students, such as Korean (지역사회 - jiyeok sahoe), and Chinese (社区 - shèqū), celebrating the linguistic assets in the classroom. This practice validates their home languages as a valuable resource, builds community, and creates a multilingual word bank that all students can learn from and be proud of.

3. Simplifying the task means we make the thinking easier, which can prevent students from learning what they need to. Reducing the linguistic load means we keep the hard thinking but make the English needed to do it much simpler.For example, if our complex task is to sequence the life cycle of a butterfly:

Simplifying the Task: Giving students a worksheet with the pictures already in order and just asking them to color it in. This removes the cognitive work of analyzing and sequencing.

Reducing the Linguistic Load: The complex task; sequencing—remains the goal. Provide the same four pictures but reduce the language barrier by:

-Using physically manipulable cards they can move around before gluing.

-Pre-teaching the key vocabulary (first, next, then, last; egg, caterpillar, chrysalis, butterfly) with gestures and picture cards.

-Providing a sentence frame for them to explain their sequence: “First is the ___. Next is the ___.” This allows them to demonstrate their understanding of the science concept without being halted by the inability to formulate the sentence from scratch. We keep the learning goal high, but we give every child the language tools they need to reach it.

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1.        We feel that we use scaffolds from the Groupings category more as this naturally flows in our subject as well as physically modeling lanugage and concepts (Practises). We need to plan for more Material scafolds such as videos and visuals more consistently when appropriate. Last year, our Gymnastics unit heavily used these for assessments via Ipad quizzes and we felt it was very sucessful for ML and SEND students revision and understanding of new concepts.

One aspect that is challenging for specialists is developing a deep knowledge of every ML giveen the number of students and the limited amount of time we have with them each week. One way we can overcome this is to communicate more with the Year groups to share information including Literacy / reading levels. This can affect how we deliver our own assessments and ensure we are clearly assessing their knowledge of our subject. If they cannot read well, we can adjust their groupings.

2.        We can share our Learning Objectives and Key Questions in multiple languages. This can be through visual translations as well as having the students break into language groups to discuss. Ipads can be used to translate to allow students to understand and discuss these concepts in more details.

3.       When using Quizzes, have the questions translated into multiple languages (English / Chinese), use pictures and videos to increase understanding.

In carousel activities, have instructions available in the students’ language and have diagrams / pictures of the task.