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Template Rubric (Elisenda Carbí Navarro)

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1)
What kind of scaffolding did you buy?

Inserting synonyms or definitions in parentheses into the original text.

Why?

Expand vocabulary and understand the meaning of texts.

Topic:

Dressing a dependent person

Level:

Understand

Time:
45 minutes

Describe how it works:

Students read an explanatory text on how to dress a dependent person. The words that they don’t understand, they will look for their meaning or a synonym.

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2)
What kind of scaffolding did you buy?

Brainstorming as a way to approach the students.

Why?
Expand knowledge, sharing vocabulary and learning new words.

Topic:
Face cleaning

Level:
Remember

Time:
25 minutes

Describe how it works:

The Jamboard program will be used to share words about cleaning the face of a dependent person.

Different questions will be asked about the parts of the face, the products to clean it and how to use them.

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3)

What kind of scaffolding did you buy?

Before doing a full assignment practicing achievement of success criteria one at a time such as writing an abstract that summarizes key points in a paper and that avoids providing unnecessary detail.

Why?

Have a structure with the steps to follow to carry out the task.

Topic:

Cleaning the body of a dependent person.

Level:

Create

Time:
1 hour

Describe how it works:

Write a manual with the steps to follow, the products and the techniques to use to clean the body of a dependent person.

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Create: Draw and design a manual with different body postures.

Evaluate: Search and evaluate the positions that are best for dependent people.

Analyze: Write different real cases about body postures and propose solutions.

Apply: Put into practice the personal postures among the students.

Understand: Explain and detail the practical experience in the manual.

Remember: The manual will be used when it is necessary to remember the postures.

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1. They work in groups on the characteristics of elderly care in different areas: care, attention, nutrition, postural changes, etc.They have to investigate and find information on how to care elderly people with dependency.

2. Make questions of their personal experience with elder people and elderly care.

3. Search for news, articles and videos, to know the reality of the elderly with dependency.

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1. The projection of films or videos about care of the elderly, to expand their knowledge and vocabulary.

2. Work on concepts and new vocabulary in pairs or groups, based on articles or news.

3. Students who have already experience of elderly care, share new concepts to the rest of the class.

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1. Know the technical concepts of caring for the elderly.

2. Know and order the processes to carry out the tasks of the elderly care professional.

3. Analyze, compare and develop key concepts about their profession.