https://padlet.com/erin_wright2/apkjfbz12kgx Use this space to post your reflections from the TYCEMC readings (Was anything new to you? Did it confirm previous knowledge/understanding? How is this relevant to students you work with?) en-us 2019-09-11 07:22:51 UTC 2026-01-23 23:12:49 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png erin_wright2 https://padlet.com/erin_wright2/apkjfbz12kgx/wish/384409520 I'll start :) I think it's interesting to think about how many of the micro-scaffolds I use every day without realising it. Through reading this, I feel like I will be more aware of what I am using and using a wider range within my interactions. Right now I am finding a lot of my class are resorting to gestures and pointing in trying to communicate with me and I am looking for more ways of eliciting language from them and putting the right push on those who are ready. This gave me more food for thought in how to do it!  - Lynsey 

]]> 2019-09-16 00:41:32 UTC https://padlet.com/erin_wright2/apkjfbz12kgx/wish/384409520 https://padlet.com/erin_wright2/apkjfbz12kgx/wish/428794623 After reading this at the end of the TYCMEC sessions, it's reinforced the difference between macro and micro scaffolding. This article has also got me thinking more about having clear goals at the macro stage - when planning - what linguistic outcomes am I looking for? This is now more at the forefront of my mind when  planning science as well as English and IPC. What language might need to be explicitly taught? How will this text need to be broken down? 
I also need to think more about ensuring activities I plan and deliver give EAL learners more chance to link shared experiences/oral language when delving into a text.
I have a tendency to rely on the same micro scaffolds and need to broaden them to allow for more opportunities to use language.

]]> 2020-01-08 07:36:46 UTC https://padlet.com/erin_wright2/apkjfbz12kgx/wish/428794623 https://padlet.com/erin_wright2/apkjfbz12kgx/wish/449922602 It has been interesting to think more about macro and micro scaffolding in detail. Since joining the school and completing TYCMEC, I have definitely become more aware of macro and micro scaffolding. It is important in any school, especially those with majority of children with EAL, but even more in our setting of encouraging bilingual learning. At the forefront of my mind when planning, I think about language and how this can be accessed for all children before I think about anything else. It has been interesting to learn how to do this in a variety of ways - and something I think I will continue to think about more in the future. ]]> 2020-02-25 04:41:44 UTC https://padlet.com/erin_wright2/apkjfbz12kgx/wish/449922602 https://padlet.com/erin_wright2/apkjfbz12kgx/wish/449925080 I agree that the various types of scaffolding are important to use when dealing with EAL students. I especially liked the point about deliberate focus on planning for oral language being crucial as oral language is so often overlooked in a traditional classroom environment. In a class full of native speakers, conversation and language use happens naturally and language skills develop through this regular practice. A bilingual student however will always revert to the language they feel most comfortable with unless they are given a framework and opportunity/expectation to do otherwise.

]]> 2020-02-25 04:54:54 UTC https://padlet.com/erin_wright2/apkjfbz12kgx/wish/449925080 https://padlet.com/erin_wright2/apkjfbz12kgx/wish/1112812083 Whilst I have always used games in teaching English, the games included in examples in this reading gave me some good ideas for how to continue working with colour coding in lessons. Some of it would be challenging with the year 2's, because they are still at the stage of forming very basic sentences which need to be broken into individual pieces (verb/adjective/noun rather than who, what, where, why how) but the year 3's are starting to be much more confident with adjectives and adverbs and could move on to practicing language in this way.]]> 2021-01-22 04:20:58 UTC https://padlet.com/erin_wright2/apkjfbz12kgx/wish/1112812083 https://padlet.com/erin_wright2/apkjfbz12kgx/wish/1112822708 Using physical actions to bring grammar points alive is always a good idea, the idea of the moveable clauses and conjunctions is a good one. I have often done the same thing with paper strips, when teaching but/so/because but the examples given in this reading are a bit more physical. ]]> 2021-01-22 04:30:10 UTC https://padlet.com/erin_wright2/apkjfbz12kgx/wish/1112822708 https://padlet.com/erin_wright2/apkjfbz12kgx/wish/1112828711 I found tis reading a bit technical to take in at first and was struggling to see how to apply it to the students that I worked with. Then I realized that the process followed here was actually quite relevant to the unit year 2 are currently working on, which is not to describe a process, but to describe a sequence of events. The challenge faced is the time limitations - in order for the majority of the students I work with to be successful at the task they have to learn all of the vocabulary from scratch and then work out how to put them together as a sentence. We have been using colour coding to help them, but again at the most basic level. If I get the time I think I'll go back through the plans and see if there is anything that could be incorporated from this reading into the planning for this unit next year.

]]> 2021-01-22 04:35:52 UTC https://padlet.com/erin_wright2/apkjfbz12kgx/wish/1112828711