Scaffolding is a pedagogical tool that can help students retain and apply new knowledge. It’s a technique that establishes a firm framework of foundational knowledge before gradually building upon that framework. In this lesson we demonstrate how it can be applied in our classroom within the topic “Crimes at Workplace”
At the beginning of the scaffolding process, the teacher provides a lot of support. That support is then removed in stages. This gradual decrease in the level of support is what constitutes the scaffolding process. Step by step, this process imparts confidence and facility with the new concept or skill.
The students are taught active vocabulary related to crime and punishment. They learn how to describe different types of corporate crime and give definitions to each.
Once they have become familiar with deviant behavior in the workplace, they try to describe all types of Employee Dishonesty.
They discuss crimes relevant to the business community and how they affect businesses.
The teacher then supports students by:
• Breaking the directions into small chunks
• Talking students through the task while they complete it
• Grouping students together to talk through the task and support each other.
• Referring to models of the task where students can gather additional information.
• Giving students tips and tricks while they are working.
While introducing business law, the students brainstorm different crimes that occur in or to business or “white-collar” crimes. Examples: how larceny affects a business and its profit; unethical practices such as bullying, abuse and harassment, as well as forging and fraud. They reflect on some hot issues such as corruption and nepotism and come to the common agreement that transparency in employer-employee relationships will help to combat crimes.
Grade 11/3
Teacher: Karina Aleksanyan
04.12.2023