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Activity - Rubric template - Jordi Lorente

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Task 3.1- Linking scaffoldings with activities

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Task 3.1- Linking scaffoldings with activities

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Scaffolding Idea (Writing 9)- Before doing a fill 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 details.

→ Activity : Make a Glossary working collaboratively

Scaffolding idea (Reading 5)- Repeating key terms as opposed to, using pronouns or synonyms

→ Activity: Construction of Acronym or image to represent what we have read.

Scaffolding Idea (Language 6)- Eliminating hand raising altogether and pickingstudents at random.

→ Activity: Let’s do a reviewing activity with a planned lesson from the last Topic.

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“Instructions according to Bloom’s taxonomy and critical thinking”

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“Instructions according to Bloom’s taxonomy and critical thinking”

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1- Step by step reaching to High Orders Thinking Skills (HOTS)
2- Education is an action base process: Remember-> Understand-> Apply-> Analyze-> Evaluate-> Create
3- Technology tools are vehicles for every step, not goals.

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“Vigotsky’s social constructivism in my ASCT classes” 

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“Vigotsky’s social constructivism in my ASCT classes” 

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1- Start contents trying to extract the experience and activate previous knowledge of the students.
2- Teachers ask for the solution, do not say the solution. Help must be temporary.
3- Increase interaction between you and students, specially between students.

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“The language approach according to Stephen Krashen”

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“The language approach according to Stephen Krashen”

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1-We learn language when we understand messages, not how we say that.
2- Talking is not practising: the important point is the input you can stimulate.
3- When a conversation is so interesting(high motivation/ high self steem) that you forget what language are you using (zero anxiety) that's when you learn.