 Good afternoon. Are you familiar with this voice? Have you never heard my voice before? Are you sure? You want me to speak louder? Yes. Okay. You can't hear me. And now? Yes. Alright. Have you ever heard my voice before? Yes. Okay. Hello. Yes? In the recording? Oh yeah. Hello. So I'm pleased to meet you today. My name is Christina. My colleague's name is Leona. And today we're going to continue with the same topic as Antonio started earlier this morning. My proposal, our proposal is that you were talking about creating materials before, but now we're going to work on assessing already existing materials. So it is kind of related. And what we want to do with you in this session is basically this. So I will be introducing the topic, the session. I will tell you the aim of the workshop. And then we will very, very briefly explain the six principles that we have prepared for this session. This will be a very, very brief explanation. And it will also be brief because we believe that what you have been dealing with in the earlier session is really very much related. We will have the same principles, and we arranged, so to say. So we'll be doing that, and then after that we will provide some activities for you to do to assess some materials. And then we will conclude with some ideas. So this is the outline of the session. So the aim of the workshop, while the aim of the workshop, as I said, and I've briefly said before, is to be able to assess already existing materials. You know that there are plenty of materials out there. And sometimes we are not really sure about whether these materials actually work well, are being well organized, they follow the principles that they've been seeing with Antonio in the previous session. So these are the six fundamental principles. Basically our objective is to make learning deep, to obtain deep learning for our students, not short face learning. For this to happen, we've got six principles that we will explore. And this is it. I'm not going to say any more. So let's go. Okay, good morning everybody. I'm very pleased to be here and to be delivering this workshop with Michael and Christina. I haven't got a powerful voice. So if at any point you feel like you're not listening to me, just please remind me to speak louder. Let me go back to the beginning. To clear or not to clear? That is the question. This is a very famous quote. Does it ring about to you? To be or not to be? That is the question. Well, this is studio set so back in the 16th, 17th century. Well, the time level of our joint workshop is basically analyzing materials and tasks of conflict subjects. Those of you who are conflict subjects can please raise your hands. Content, conflict, content, conflict, subject, teacher. Most of them. So most of you are conservationists. Do you teach geography or history? No geography or history teachers. We've got a few math teachers. Biology, physics, chemistry, technology, music. We've got music, some music teachers. And administration. So it's quite a heterogeneous group. So Christina has already explained to you the structure of the workshop. Basically, we're going to go through six fundamental principles. We are very grateful that Antonio has already anticipated those principles. Then we are going to focus, as Christina has already said, on seven materials that we have brought with us. And we want you to analyze them from six point of view, from six critical perspectives. And we're trying to wrap up this presentation with a handle on the includes. So let's get serious now. Look at this chemistry. This is the perfect field unit chemistry. Do you feel yourself identified with this chemistry? You have been working very hard on the preparation of the field unit. And you experienced this at hand. Well, here I have. It's clear. The perfect field unit. And after implementing it in the classroom, after putting it into the interactive with your students, you realize it's not as perfect as you thought you would be. So I guess you feel identified with this chemistry. Let me show you a video. It's a very deep philosophical video. And I wanted to try and guess what the connection between this video and Clare is. You will tell me at the end of the session. It's a very complicated situation, as I saw it. I'm in love with Alexi. He loves Alicia. Alicia is having an affair with Lev. Lev loves Tatyana. Tatyana loves Simke. Simke and loves me. I love Simke in a different way than Alexi. Alexi loves Tatyana like a sister. Tatyana's sister loves to regard us physically, but not spiritually. Natasha, to love is to suffer. To avoid suffering one must not love. But then one suffers from not loving. Therefore, to love is to suffer, not to love is to suffer. To suffer is to suffer. To be happy makes one unhappy. Therefore, to be unhappy one must love or love to suffer or suffer from too much happiness. I hope you're getting this down. I never want to marry. I just want to get divorced. Very sorry about the type of problem to this matter. It's an unforgettable dialogue. We have left it from a very well known movie, Death in Love, 1975, with the other. Don't give me a lot of pressure. There was this kind of translation, Love and Death. I want you to know that there was a very long time to consider connection. Very good translation in this case. So I'm sure you understand a connection to this video quote. You understand a connection? No. But we'll get back to this video by the end of the session. I'll try to clarify the connection with Woody Allen and Ted Cleo. So let's see how the dots come in. Because today and tomorrow we're going to be talking about Cleo, mindfulness and disarmament. And this workshop is a general framework in which we are providing you with fundamental theoretical knowledge which backs up what you do in your classroom in a very intuitive way. So all of you have got a wealth of pedagogical knowledge already in your head, you know why? Because teachers' minds are nothing but landslides. You've got a lot of experience teaching many kinds of students, many different groups for quite a long time. It's how it is. So all we want to do is to give you a pedagogical, theoretical, and open that path. Back in our continuum, you give us in an intuitive way. So how do dots connect? There's a close connection between Cleo, mindfulness and disarmament. Mindfulness and disarmament are called methodologies. Different ways of approaching Cleo. Mindfulness allows you to see others who will experience tomorrow's transversal by nature. And designing it is a very systematized process that allows us to get in and out of our stream. But we get to that tomorrow. We just wanted to highlight from the very start one point, which is that this is a general framework, a general workshop in which we are providing you with basic theoretical knowledge. Actually, we're going to make the dots connect many different ways because of 20MS and disarmament is how it will react to any sound of the principles that we are going to be looking at over time. Well, these are the six clear principles that every content picture, every language picture working in a mind level context should keep in mind all the time. Because everything you do or don't do has got an impact on your students' work. That is a paramount importance that we imagine. Because your students have about six years in primary education, four years in the compulsory scenario, and two more years in material education. So what you do with your students is that they have an impact on their learning. And we're talking about learning all the time. Instilling values related to the literacy and housing together because of them, those are very important objectives. But you are content, the language teaches, and your goal is to make your students learn. Don't forget that. So, these are the six principles and I'm going to be focusing on the first three principles, input from text to trust. Then I will be telling you about scaffolding and the mapping. Very nice word. Scaffolding, as we'll see is an important way to create settings but it's also essentially non-clear settings. And we use the scaffold both the content and the language and both input and the output. In the middle between input and output you've got intake, which is what the students gain from the learning experiences that they're given about her. Then I'm going to tell you about door call responses, the number, and we will posit the potential existence of our fifth seed, which could be cooperation, which could be critical thinking skills or creativity. So we'll think about fifth seed. Then we'll remind you of most exciting possible losses. And just then I'm going to be reminding you again of the four principles of cultivating academic literacy and plural literacy. These are very interesting concepts which are key to any clear experience. And the last principle is a sort of ammo gun, a very important thing is coming to you with notions, with methodology in general, fostering cooperation and reach in the direction of your students and collect really good results. These are six basic principles. I just wanted you to have the general picture of a little bit of the six principles and now we're going to analyze in detail. Okay, text. This is something that we tend to take to ground. That is in our learning classes and also in our language classes, EFF classes. I guess there's no language teacher in the world teaching languages other than English. Take in English, or three English, or English, or same. Okay, so we deal with a lot of text in that class. Basically because we need to give our students input to access disciplinary knowledge. If we want them to, if we want our students to learn history, concepts on geography, concepts on philosophy, or maths, whatever, we need to give them input. And we have to be very careful when we select the input that we give our students. Because input is the link, is the bridge connecting students in the language. We have to make very wise decisions when it comes to selecting inputs. Now I have to do something about input. I've already mentioned the three stages of the learning process. Students receive input, they process input, and then respond input in one way or another. Mobilizing different skills to communicate different skills. Are they going to respond to input in writing or speaking to other classmates in which way? So, from input to text for our students to be able to process input, to respond to input, we need to transform a text into text. And that is a decisive shift. So we select the text and then we have to convert it and transform it into text, which are doable texts. What do I mean by doable texts? That our students can accomplish. But remember this shouldn't be too easy otherwise they'll learn more and progress any further. And this shouldn't be too difficult. If they aren't too difficult, the result is going to be prostration for our students. So this should be done in the middle in a case that we all know is called zone of proximal development. Zone of proximal development because it is the cause. But we'll go back to that as a reason. So that was the first principle. We should be the wind up. We deal with huge amounts of text. A video from me is a text. Reality, a garden in the real world is a text. It's not written in a semionic system called language. It's written in a different language, but it's still a text nevertheless. So we deal with many different kinds of texts, multiple texts and we use different channels to access our students' brains as our students bring the learning folder. We learn through our brain. So many different kinds of texts. Some texts will be used in our classes might be like hieroglyphs for our students. And why I have a chosen image because some texts recently that can have a brain that's dealing with cause of philosophy or biology or chemistry are simply obscure for our students and the language is simply impenetrable. Think of your experiences when your students are biologically was a text written in academic language in your mother tongue understanding knowing. And that's the point I want to emphasize. Academic language in the students' mother tongue is a foreign language for brain. So if you look at the whole thing from this perspective you content teachers have got a tremendous channel in your hands and you're teaching academic language the academic language of your subject, of your discipline and you're doing that using a foreign language. So the result is a doubly foreign language a two-fold foreign language which is foreign twice twice foreign language. So many different kinds of texts look at the second one that's a very simple kind of text. The second one is that some kind of visual support might help your students understand just what you want them to learn. And these are all very important things. The typographical, the electric clarity of the message, the kind of concepts that you're going to teach your students using certain kinds of texts. So things to keep in mind this is a sort of bad making you're going to have access to presentations that you don't want to use, you don't have to. Just forget to get the message. So things to pay attention to text type. What kind of texts are you going to choose for your lessons? There are lots of things to consider. Is it a continuous text or is it a discontinuous text? Is it a block of text which is simply impenetrable to your students? Or is it a discontinuous text if you have some headings, visual support things that are great about your students understand? Is it an authentic text that you have lifted for example from a webpage or from a newspaper article? Or is it an adopted text that you have, for example, lifted from Wikipedia and you have simplified for your students? Is the text a table, a diagram, a graphic, a chart? Has it got non-nullist elements in it? Is it a lengthy text, an artifact, an object, a visual, a garden in the world, a square in the city? And the genre? Is it a descriptive text? Is it narrative? Is it expositive? Is it unimaginable and possibly? What kind of text do you have in your hands? Those are the first questions you have to ask yourselves. So here are the texts we have under the scaffolding. Continuous text, digestible chunks. Do you sub-divide the text into channels that are un-rehensible to your students? The years that some have had a bullet of text. Do you know that it comes with a bullet of text? Or a bullet of text? To clarify content. Do you think it is true that it comes with glossary, time of night, time of the tree, a comedy in the text to clarify the message? And then when it comes to the language of the text, again there are lots of things to pay attention to. The level of university complexity. If you are teaching biology to first-year students, the level of language has to be much easier for students to be able to access the knowledge that they want to master. Is it adequate in terms of students' level? Look at the length of the sentences and this entire complexity of the text. Are there too many insubordinated sentences relative to those of us? Lexicum. How many general vocabulary words and such specific expressions of vocabulary is there in a text? How many different words are there in the text? Now look at the content. Quarantine, quality and relevance. Is it really the content that you want to teach? Is there a clear division or difference between poor concepts and detailed secondary ideas which are not that important? Clarity of the message. Is there a large impersonation to the ideas? And last and not least how is that text converted into text? What kind of tasks are they? Remember Antonio's question regarding common tasks of teaching your classes. Is it always a gap film? Is it always a labeling activity a matching activity? If you are doing that kind of activity only that kind of activity you are contemplating only loss and you are not moving towards the summit of the pyramid towards hearts. You are not taking your students outside of the classroom and pushing them towards the zone of practical development. Do the tasks that you use with your students really promote rich interaction and dialogue learning? Do students have opportunities to language to express their understanding of concepts? Is there an integrated and balanced approach to all the skills in the common European family of reference? Are you doing too many reading comprehension activities in this year to be designed to get some production activities that interest you? Are you giving your students the content that you want them to acquire to master and the language to talk and to write about that content that is as important as giving your students their content. So remember content ditches have to give a night on the content they want to ditch but also on the academic language that the students need to be able to successfully process knowledge. And that's very challenging. What kind of strength about understanding common language in the man? So this is the English classroom and it seems that today during the curriculum where the scaffolding went down scaffolding is very important. It's an essential powerful tool for learning and it's even more important in a clear context because your students need a lot of support. Of course you're not giving them support all the time and there will be a point at which you have to set them free to learn. So this is a very lengthy definition of scaffolding I've drawn a different sources and I've put the key aspects together for you to have a very comprehensive definition. So this is scaffolding. Effective scaffolding consists of a variety of temporary measures. We're not scaffolding students learning all the time at some point they have to navigate on their own. Measures and mechanisms that foster critical thinking as well as the learning engaged in at its own. It can be offered to students by teachers or other adults and or by many materials. That's why the first decision that you made which is choose an input and tasks is of the essence. Scaffolding used to help construct cognitive and linguistically challenging study environments that support students in engaging with and complete the main tasks. Scaffolding and support students in progressively moving towards not only learning to scale things because you're content teachers but also becoming more independent learners. And it helps students to stretch their thinking to reach beyond what they could do on their own and it's easy to place students in a space or zone where they're constantly intellectually challenged by all spaces supported and going further in their thinking. And this space is called zone but that's not what happened. In coalescing language how could I not scaffold it the maximum potential of the zone of proximal development cannot be realized as simple as that. So you have to scaffold both input and output that you have to keep alive on language and content. Otherwise why bother? Why teach chemistry for English? Because we warn our students to learn chemistry and at the same time we want them to have a good command of the language they need to think about, to talk about, to write about chemistry in the second language and in the mother tongue. So these are just a few examples of ways of scaffolding content and language input and output. You can use the first language, trans language and code switching. Remember Alberto's presentation yesterday switches one code to another. So whether you have realized in the video that we have played for you, the one that we have taken for Booty Island subtitles in Polish. Because we didn't want you to read subtitles in English. You can play a video in English and you can discuss it in Spanish or go the other way around. I use it all the time in my own lessons. You can read a lot of it. You can use gestures and modeling. You can command your background knowledge to your students' primary knowledge. You can use graphic organizers, vision and reality. Lots of things you can do to support both content and language acquisition. Third principle it has to do with don't call us poor kids. When you are designing a lesson, a clear lesson, there are four basic ingredients you have to bear in mind. The first one is save for content. And that's our first see. And that's our top priority. Because we've got content teachers. Clear is a content-driven approach. What I mean by content-driven approach is that we have to keep in mind that we have to teach content. Our students have to make certain curriculum demands and expectations. So we have to keep our learning outcomes on the horizon all the time. The second see is stands for communication. So we need to give our students language of learning which is vocabulary, structures, genres, they need to deal with knowledge in our subject. We need to give them language for learning, a language they need to interact with each other. And through learning, language through learning, which is the language that emerges in a classroom suddenly when your students are interacting with each other. That's why we call them language tricked in, in particular linguistically. Language of learning for learning and through learning. That's a classical way. And then we have the third see, which stands for cognition. Remember? Blocks and pots, all kind of mechanisms are activated in your students' minds. And the last see is for cognitive. There could be a fifth see. It could stand for creativity or critical thinkers or cooperation or collaboration. Just think about a fifth see. So after now, we have analyzed three basic principles which was the first principle from text to doable tasks principle number two scaffolding both content and language both input and output principle number three forces. And we will be calculating forces in our training lessons and now we move on to principle number four which is you already know about this should I tell you again? You know that, right? You've been hearing about that Yes, we did it yesterday. Okay. There are nineteen cognitive nineteen almost twenty cognitive processes cognitive skills that any learner needs to do. What Bloom did in the fifties was to reorganize rearrange those nineteen almost twenty skills into these six steps. He did that in the fifties. It was at the beginning of the twentieth century when two scholars decided to rearrange it and they reorganized it that changed the first two steps at the bottom understanding was at the beginning and remembering was the second one so they switched it they changed the label of each of the steps into verbs these are the changes they did What is implied in these lots and hearts from bottom to high level thinking skills? Well, what is key is that you need to start from the bottom but you cannot stay there if you stay there nothing happens in your students, in your learner's rooms. Their learning will be surface learning. They will walk out the door and they will forget about because you are not engaging them in doing something I would say challenging. One more thing, and this was something that my colleague was talking about they are in their comfort zone oh, the teacher is just asking me to do this, okay, I'll do that, that's okay but you are not pushing them into a zone which is being comforted. Zone which is at least comforting as my colleague said is the zone of proximal development so you need to create tasks which are doable and in which you start from the bottom and you keep on challenging them so this is the essence of it I will not say anything else about that. Questions? The fifth principle this is related to focusing on the language, not the content. What is the problem? that your students will not learn the language by osmosis just by being content nothing happens you need to do something else what can you do? make the language visible how do I do that? well, you use scaffolding techniques and you make visible task structure you make visible these course patterns you make visible, don't press so everything that I am commenting on in this principle is something that somehow was connected not somehow was connected without any somehow what my colleague was talking about was mentioning was explaining about from text to tasks that input academic registers in academic registers for example we have fact based versus opinion based so if I provide any text is it just facts or is it an opinion is it an argumentation or is it an emotional text or an emotional text so all these if you don't make it visible if you don't make your students, your learners think about that you have to pinpoint that or help them get to that idea on their own but you need to ask the right questions and businesses for example in the type of text that you use for your discipline is it a do you usually have a third person use or do you usually have a third person avoidance for example do you use passive sentences but you need to make it visible or the use of passive words versus active quotes depending on the type of text but if we don't make it visible if we don't ask the right questions so that they infer or any activity in which they have to realize that that is happening it will not come to their minds this regarding academic registers or any registers connectors which type of connectors do we have when we are in a lab well maybe you need to explain a lab procedure so process first you use your practice do this second third next final or if you are giving pros and cons with one hand if you don't provide that you won't be able to do that by osmosis as I said phrases for another story you don't actually need to mention though the label passive voice but you can call their attention hey have you ever seen that what do you think that means for example and then you can have the structure of the sentence in whatever you can show it on the screen right on the dashboard well take a look at these sentences and that other sentence what do you notice which is deeper here you don't really need to say and then the agent passive voice and then make them think about that why do you think this is so which is the different meaning that you have this one or the other one asking them to elicit phrases for analysis kind of the same thing if you're not in your discipline if you've got set phrases that you always find it's okay to give it to them as a kind of glossary but it is but if you don't put them to their reach you won't be able to get a discussion of course it's not that I give you a do it's that you answer back that you engage that you do something a little bit offering some more frames and models for writing and speaking so if you don't agree with someone who is explaining the procedure in the lab how do you say that you don't agree if you don't tell them okay now this person is going to explain the procedure if you notice that there is any step missing put your hands up and disagree and add the missing step but how do you disagree they need to know or they have to come up with a description of a river is it okay to give them another description of a river as an example they need models they need models if you suppose that these things are blown by a content feature or by content, usually if you can't you need the help of language teachers collaboration is essential it's essential, it's possible in the real world, sometimes it is not possible you have to try but yes it is good the more you collaborate with linguistic teachers the better if there is synergy if there is no synergy but it is all of us are learners of languages we are learners of languages and we as learners sometimes have an intuitive knowledge of what it takes for me to get this idea to get that structure to be able to write this text correctly what do I need if I want to write a letter for another school well I need to go into the internet and find a model for a letter for our students to do the same thing so this is the fifth principle the last one another resource I was talking about texts and we were saying that texts is anything but sometimes texts are not codified in an linguistic system so text is a learner set of art that is the text that is not a linguistic text I would say an ecological text a natural text experimental experimental so sometimes we also have information and we have to manage information we have to manage content which is not expressed with words expressed with statistics graphic organizers graphs visual prompts so you have to any time you come try to help them be able to read interpret those texts as well because most usually those will be very specific for your content subjects so combining those will also help students who have multiple intelligences as well so it is essential to decode those texts and interpret that not only a text but make use of that because you will engage other students as well and the last one one more idea when you make the content and the language of your content visible it is essential that you try to keep the balance and balance so not this but this between the language and the content that means that the more difficult the content is the less difficult the language should be if the language is very difficult make sure that the content the ideas is easy and that takes me you wanted to make a picture and that takes me to the last principle at last this is something that my colleague was talking about the first day so I'm not going to explain anything new to you but to let you know to revise review to summarize these five good characteristics benefits from cooperative learning positive interdependence face to face interactive interaction individual and group accountability interpersonal and group processing learners learn when they do something and they have to do something in relation to others the same as we do in our schools in relation to the rest of our colleagues the same as we need to reach agreements with our family when we want to choose the place where we want to go for hundreds because that is real life we are teaching them the skills that they need for real life not only for our content subject and that is essential but there is something else that I want to say highlight today which is the importance of having an asymmetry in classroom talk how much do we talk do you speak in class when I am in class I think that I can speak more and that is a problem if we keep on speaking we keep on producing the more I produce the less my students produce so student talking time should be much bigger than my talking time and this is precisely what Antonio Antonio Antonio Antonio Antonio that is precisely what he was talking about in the previous session how much have I been doing how much have I been explaining all he was doing was preparing the activity organizing them they are doing it so if they need to write a letter for another school now we can make a letter and we provide some ideas now and this connects strongly with what we will be doing tomorrow in the mindful session if our students believe that by making mistakes they are a failure if they believe that they cannot make a mistake if they are afraid if they receive a sarcastic commentary either from you or from other learners our students would learn so we need to make sure that the environment in the lesson in your lessons is safe and that means that's okay to make mistakes that's okay and to know that having an emotional response to something is also okay being angry being sad whatever that's okay and we can solve the problem we can solve the situation cooperating talking to each other not laughing at the one who is whatever so this is essential and this is it I don't want to keep on taking your time with these theoretical explanation that takes up in the end so much time but we have been talking about theoretically which we already think that you know so if you want to explain things well at this point I think we should apologize for giving you so much information just 35 minutes something like that we are very sorry for that but we wanted you to have a clear map so that you can navigate clear lessons through the videos and materials on your own so under different circumstances we wouldn't have done this this way we probably have used comparative strategies but we wanted to convey a wealth of information for you to take away and you leave this room so now we are going to do it at comparative learning strategy in practice for the rest of our session we are going to do that digital activity we are going to be working on expert groups first and then you go back to a base group later on every expert group is going to focus on the analysis of history resources for a clear classroom from a different perspective so I am going to give you materials but first of all let me give you instructions so in groups of 5 you are going to focus on one particular task just to analyze the 7 materials case to materials just focus in on the kind of language the kind of task the kind of instructions that those materials give to your students and there will be a group of experts an expert group working on a clear assessment so 5 different groups sorry 7 groups of 5 expert groups and each expert group is going to be working on just one question 20 minutes later after 20 minutes of intensive work you are going back to your base group in every base group there should be one expert on each topic and we will have about 21 25 minutes to share knowledge so every person in the group should speak for about 3 4 minutes more by doing this activity just dynamic you will have the whole picture where you are going to get it the object the focus of our analysis is going to be a set of materials for our history class lesson and we are going to exploit it analyze it and make sure it is going to be a focus on one single aspect just to point out so at the end of this project's activity every person in every base group is going to have the general overall photograph of the curriculum analysis this is a throwing them to you next day because I am not going to spend any more than any moment in any whole time giving you instructions so let's start straight away have you got the materials already so we need you to form groups of 5 so you 5 can work together you are going to join them you are going to join them this is called a place match have you seen it before well this is called a place match now we will give each group a place match these place match are empty and these place match are going to you to fill in as you can see you've got how many areas in this square this square you've got 5 how many groups where material in relation to your topic which was education so you need to share in the group your ideas with the group and then decide on the materials did they have weaknesses but you need to agree on that now you go to another place another area and then you do the same anyone you choose if your handwriting is small use this one if your handwriting is huge use that one alright so 1 2 3 4 and 5 you've got essential chips and you need to so every person in every group should take about 2 to 3 minutes to talk about the strengths and weaknesses in relation to communication communication scaffolding task instructions and whatever you could start here at this point and move clockwise and the area in the middle is for clear sections so every person who is an expert in clear sections we're sending 3 key aspects to the rest of the group every person should think about 2 to 3 minutes explaining their conclusions drawn by every expert through so in the end in the end when you have finished you will touch your personal but also your collective analysis of those 2 pieces of paper that we gave you in a copy from these history materials months 2 minutes so you can see if they understand properly you didn't understand the instructions and I'm afraid to tell you you're the only person in the group yes I was here but he knows nothing so the point of having this space group was to have you discuss your conclusions expert conclusions for each other and then you have to yop down your conclusions in the right place so anyway the important thing was to have this lively conversation this rich interaction that has been happening for the last 20 minutes so one hour so how do you find the materials are they in good materials or bad materials could you improve them anyway for example in this one we have a computer maybe it could be more visual but actually maybe every members have a picture the text is a very long text it is complex the language is not very transparant language there's not much visual support for the pacific what about task instructions those of you who have problems with task instructions are you clear about what you have to do with your students I mean when it comes to classroom management on the normal class day is it a virtual word so no lots so there should be more progressive advance towards the other yes and you don't have it in the photocopies and what is even worse students don't really have opportunities to language to express their understanding of the content that you expect them to acquire to master by the end of the lesson it could have been a text about the industrial revolution about the Roman Empire it's simply I would say it's an impossible battle to win if you don't facilitate your students' understanding there's very little scaffolding in this theory the text could be at a very good starting point you could adapt it you should analyse it in your requirements with the help of language teachers we need to pass the collaboration across the province and secondary schools it's a good text you should adapt it to suit your students you could visual division use chance ideas so just let me draw your attention to a few conclusions one thing for you is to take these six fundamental principles with you you know you're not going to be innocent anymore that was one of the important lessons we want you to do welcome to the power of scaffolding to prepare learning forward now you don't have to realise there's very little scaffolding in this material it's just a family tree this is a glossary of this material it's intended for Italian speaking students so very little scaffolding just a glossary of the family tree and does it, it's just the end of the story but you know you now know that you have to scaffold content and language and input and output but you have to take strings outside their conversation that colleague at the back said that if you analyse the task instructions very closely you will realise that you're only cultivating gloss not many parts so what kind of cognitive processes are you cultivating in your students' minds are they really progressing along the content and language pathways or plain text from self-handling so in an ideal world in an ideal language school content teacher and language teachers would work together and would produce their own material of course it takes time but at least now you know how to look at the material for a critical change you're taking a very tiny dynamic with you in the form of six principles that you can apply to any kind of material resembling deciding materials is even more complex we don't have the time we don't have the ability actually we've got Oxford University Press Cambridge University Press people who know a lot about teaching and that come up with this kind of material which is not relevant as we have already stated so we have a little surprise for you well just a rather exceptional to finish we want to invite you to play with us for a couple of minutes do you have your mobile devices with you ? ? ? ? ? ? ? ? ? ? ? ? ?