Planning for learning: strategies for scaffolding instruction

Project Control, Project Closing, Timeline template

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Planning for learning: strategies for scaffolding instruction by Mind Map: Planning for learning: strategies for scaffolding instruction

1. Information

1.1. Name: Silvia Wurzer

1.1.1. Recruit Project Sponsor

1.1.2. Recruit Project Manager

1.1.3. Review Related Projects and Lessons Learned

1.1.4. Prepare Project Initiation Plan

1.1.5. Brief the Initial Project Team

1.1.6. Review Project Kick-off Plans and Presentation Map

1.1.7. Hold Project Kick-off Meeting

1.2. Grade level: 10th

1.2.1. Establish Project Objective

1.2.2. Establish Project Scope

1.2.3. Map Requirements

1.2.4. Map Solution

1.2.5. Map Training Requirement

1.2.6. Review Project Scope

1.3. Subject: Spanish

1.3.1. Determine Project Approach, Stages and Steps

1.3.2. Estimate Project Duration

1.3.3. Establish Resource Requirements

1.3.4. Prepare Project Schedule and Budget

1.3.5. Prepare Work breakdown structure

1.3.6. Document Success Criteria

1.3.7. Review Project Schedule

1.4. Standard: I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

1.4.1. Identify Project Resources

1.4.2. Recruit Project Steering Committee

1.4.3. Recruit Project Coordinators

1.4.4. Identify / Recruit Key Stakeholders

1.4.5. Determine Training Requirements

1.4.6. Map the Project Organization Chart

1.4.7. Review Project Organization

1.5. Big Idea: Students understand written everyday texts.

1.5.1. Establish Project Administration Procedures

1.5.2. Establish Quality Control Procedures

1.5.3. Establish Progress Control Procedures

1.5.4. Establish Change Control Procedures

1.5.5. Establish Issue Resolution Procedure

1.5.6. Review Project Control Procedures

1.6. Objectives: Students will be able to work with short, simple texts and find information in them. They will be able to understand simple texts like menus (order food/drinks), timetables (buy tickets, ask for information ) and advertisements.

1.6.1. Estimate Project Costs

1.6.2. Identify and Quantify Benefits

1.6.3. Determine Break-even Point

1.6.4. Analyze Risk

1.6.5. Review Business Case

2. Scaffolding Strategies & Key factors

2.1. Vocabulary repetition: For example before I start teaching how to read timetables, I would repeat the numbers. I play a game, where I give them s sheet with empty clocks which they have to fill out.

2.1.1. Key factor: Students learned numbers and verb conjugation in the present tense earlier. Learning how to read timetables and ask for information at the train station will be necessary a) for real life, if they travel b) they practice the numbers and times, c) they practice how to conjugate verbs and use them in full sentences and questions.

2.2. Handouts: after the game, I would give them a handout which I prepared. On the handout is an example of a bus schedule and an example dialogue. Based on this material, students will be able to practice reading timetables, buying tickets etc.

2.2.1. Key factor: see above

2.3. Pictures: I show a picture of the Sagrada Familia

2.3.1. Schedule Quality Review Meeting

2.3.2. Prepare for Quality Review Meeting

2.3.3. Conduct Quality Review Meeting

2.3.4. Follow-up Quality Review Meeting

2.4. Brainstorming: We do a brain storm, together, about the picture (Sagrada Familia). This activity should reactivate their vocabulary and also add new words, especially descriptive adjectives.

2.4.1. Key factor: this exercise is an introduction to advertisement/prospectuses. Students learn descriptive adjectives. This is a preparation for a later activity, when they make their own advertisement dialogue using the imperative.

2.5. Activating previous knowledge: With the picture of the Sagrada Familia, an additional activity would be activate student's knowledge about Bacrelona. (monuments, Catalunya, Gaudi..)

2.5.1. Key factor: Since this activity is not part of the standard, I would do it if time allows it, together with the advertisement. I think some cultural information is essential, it is fun for students who have already been there, to remember what they have seen, and the other students might gain interest in going there.