Scaffolding

"Teaching is not transferring knowledge, is to create the possibilities for its construction."

Scaffolding in Education is related with H.O.T which it means teach in order to build the basis of a perdurable Knowledge.

To achieve that, we have to take into account:

• Context: be natural, be relevant, be active, make sense, allow discovering...
• Connections: connect the knowledge with another areas, knowledges, child's culture...
• Coherence: link everthing they've learnt with a real context.
• Challenge: appropiate balance between linguistic and conginitve challenge. Remember that a new content should be a step more, but not too difficult.
• Curiosity: make them move and learn by their own. We have to create the expectation and curiosity.
• Care: take care for children and treat them individually.
• Community: Children need to feel part of a community (they feel valued and secure).

How can we create a scaffolding lesson? I strongly recommend you to read the article "Scaffolding Strategies to use with your students" where explains that we have to follow this steps to build an unforgettable knowledge:

1. Show and Tell.
2. Tap into prior Knowledge.
3. Give time to talk.
4. Pre-teach vocabulary.
5. Use visual aids.
6. Pause, ask questions, pause, review.

Multiple Intelligences

All of our students are good at something and we have to help them to realize in which intelligence are they good, because the better you feel, the more you improve in anything.

The theory of multiple intelligences by Howard Gardner is a theory of intelligence that differentiates it into specific modalities, rather than seeing intelligence as dominated by a single general ability. Each person has a combination of this activities.

Gardner choose 8 abilities:

• Linguistic: facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates.
• Logical/Mathematical: good at logic, abstractions, reasoning, numbers and critical thinking.
•  Spatial: deals with spatial judgment and the ability to visualize with the mind's eye.
• Bodily/Kinesthetic: People who have high bodily-kinesthetic intelligence should be generally good at physical activities such as sports, dance, acting, and making things.
• Musical: sensitivity to sounds, rhythms, tones, and music.
• Interpersonal: People who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. Good interacting with the others.
• Intrapersonal: This refers to having a deep understanding of the self; what one's strengths/ weaknesses are, what makes one unique, being able to predict one's own reactions/emotions.
• Naturalistic: ecological receptiveness and "sensitive, ethical, and holistic understanding" of the world and its complexities.

The way we learn better is related with the multiple intelligences we have, so, teachers must use different styles of teaching to adapt the learning process to each kind of students we have. 

Teaching in H.O.T.

Higher Order Thinking

H.O.T is thinking on a level that is higher than memorize, it means that we have to think in order to learn something, and what is more, we have to use what we have learnt.

H.O.T involves learn something by understanding it (not memorizing, because you can memorize something without understanding it) and thinking for yourself about it.

According to that, we can say that H.O.T is a way of learning that has the following features:

• Does not include memorization.
• Require that we do something with what we learn.
• We must understand the information, connect them, categorize them, manipulate them, put them together in a new way and apply them.
• Is related with Metacognition: To think about your thinking (understand the processes involved in thinking).

It’s very important to teach in a H.O.T way because this helps to scaffold learning, and doing H.O.T questions to the scholars about the content that they study, we achieve to build the basis of a perdurable knowledge.

Higher Order Thinking is more difficult to learn or teach, but is also more valuable because such skills are more likely to be usable in novel situations.

For example, H.O.T is very important when we are teaching in CLIL because we have to teach the 4 skills of a language (listening, speaking, reading and writing) and that concern to promote an active way of learning, because students have to be able to speak and write by themselves, creating new knowledge adapting structures they have learnt before (by reading and listening) to new situations. In English students learn by manipulating information and applying it, memorizing is not effective.