OUR PROYECT: WALKING AROUND THE TOWN

Walking  around the Town is an AICLE project created by Sara González and Miriam Barreiro. This project aims to train students in the last year of early childhood education in the vocabulary (CALP) and expressions (BITS) related to their neighborhood using CLIL methodology.

The design of Walking around the town takes in account CLIL methodological orientations and the curriculum and methodological proposals for the Galician educational legislation, which include aspects such as the TPR.

You can see it in the following link:

https://view.genial.ly/5c3cc13ba4eaa03097da0051/sara-aicle

We hope you like it!!!

FROM VYGOTSKY TO BRUNER: SCAFFOLDING THEORY

VYGOTSKY

• This Russian psychologist argued that we learn best  in a social environment, where we construct meaning through interaction with others.

• He created the Zone of Proximal Development theory: we can learn more in the presence of a knoledgeable other person, who helps us to go from our current level of knowledge to the target learning.

BRUNER

• His theories were influenced by the work of L. Vygotsky.
• He believed that when children start to learn new concepts, they need help from teachers and other adults in the form of active support. They start totally dependent on they adult support, but as they become more independet in their thinking and acquire new skills and knoledge, the support can be gradually faded. This form of structured interaction between the child and the adult is known as scaffolding, and it is gradually dismantled as the work is completed.

WHY WE SHOULD USE SCAFFOLDING TECHNIQUES AT SCHOOL?

• Scaffolding represents a reduction in the many choices a child might face, so they become focused only on acquiring the skill or knowledge that is required.
• Teacher have to provide opportunities for children to constantly learn new things. This will require support of a very focused kind. To start with this, teachers need to be aware. Of the developmental state of each of the children in their class, and should provide scaffolding that is appropiate.
• As children gain confidence and competences in the areas, teachers might place them in groups to extend each other´s learning further. 
• It´s also important that teachers recognise when a child is at the point where they begin to learn independently, and decisions can be made to set them free from the scaffolding.