Chapter 4: Unpacking and Repacking: Scaffolding for Successful in Academic Performance Tasks by Thương Phan

Pages 60-62

phanhoaithuong2601 — 2025-10-14 07:28:22 UTC

Context:
In a Medical Engineering class, students listen to a lecture about BioMEMS and 'micro-scale.' The professor says,

“Micro is 10 to the minus six meters,”
but students still look blank. They know the definition, yet they can’t visualize it.

Task:

Identify what kinds of linguistic or cognitive challenges students face here (e.g., nominalization, density, abstraction).
Discuss how these challenges link to the need for unpacking shown in the mind map.

Suggest one unpacking strategy the teacher could use (visuals, examples, gestures, or everyday comparisons

Reference: Pages 66-70

Pages 62-64

phanhoaithuong2601 — 2025-10-14 07:29:05 UTC

Context:
A Special Education teacher wants to help students write long definition statements like:

“Developmental delay refers to a significant lag in a child’s development compared to typical milestones.”
Students don’t understand the structure or how the ideas connect.

Task:

Identify which MEC stage(s) the teacher should emphasize to help students (multimodal support, reading/note-making, or entextualizing).
Using the mind map, match your ideas to Stage 1–3.
Suggest one multimodal scaffold (e.g., color-coding, visuals, Q&A prompts) to make the definition more comprehensible.

Reference: pp. 75–76

Pages 64-66

phanhoaithuong2601 — 2025-10-14 07:29:43 UTC

Context:
An EMI Business lecturer talks non-stop using complex slides full of text. Students passively listen, take minimal notes, and forget everything.

Task:

Identify which steps of the five-step sequence are missing in this lecture (refer to your mind-map branch).
Discuss how to redesign the class to include those steps.
Think of one example task that represents Step 1 → Step 5 flow (from unpacking visuals to repacking writing/speaking).