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This is in response to Karenne Sylvester’s Dogme Blog Challenge #3, which is about scaffolding language.

Here’s a quote:

The teacher’s primary function, apart from promoting the kind of classroom dynamic conducive to a dialogic and emergent pedagogy is to optimize language learning affordances, by directing attention to features of the emergent language; learning can be mediated through talk, especially talk that is shaped and supported (i.e. scaffolded) by the teacher.

Here’s what I usually use to capture language:

Here are links to bloggers responding to Round 3: Dogme in the mind of a teacher: memory techniques by Nick Jaworski, Scaffolding, maps and possible routes by Cecilia Coelho, Dogme with young learners by Sabrina De Vita, Scaffolding by Henrick Oprea, For those who know… by David Warr, Affordance by Willy Cardoso, Whether on the scaffold high or the battle field we die, sure what matter when for Dogme-dear we fall? by Diarmuid Fogarty

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Update 24/10/2010 – I’ve just become aware of a couple of posts on Jason Renshaw’s blog about boardwork. Here are the links

The wandrous whiteboard challenge – an interesting idea for getting whiteboard content for a lesson from your students; May I call a meeting of the board(s)? – a call for teachers to share their whiteboard pics or videos of students working on the board, sharing best practice (and links to responses to the challenge from other bloggers)

And also a fab post by Emma Herrod about an activity she did with her whiteboard recently: All aboard the board work train