Pedagogy and Professional Responsibilities (PPR) TExES Practice Exam

When supporting an intermediate-level English Language Learner struggling with science concepts, which method is most effective for scaffolding instruction?

1. Pairing the student with an English Language Learner performing at a higher level

2. Sharing a short video clip on the topic

3. Repeating instructions

4. Introducing new concepts without visuals

The correct answer is: Sharing a short video clip on the topic

Using a short video clip is an effective method for scaffolding instruction, especially for intermediate-level English Language Learners (ELLs) in science. Visual media can provide context and enhance understanding through the combination of visual and auditory information. This approach caters to diverse learning styles and helps bridge language barriers by presenting concepts in a format that is engaging and often easier to comprehend than text alone. Additionally, videos can break down complex scientific concepts into manageable segments and illustrate processes or phenomena visually. They can also provide real-life examples that ELLs might relate to better. Many educational videos include subtitles, which can aid in language acquisition while reinforcing the content being taught. In contrast, while pairing students with higher-performing peers can offer social interaction and modeling, it may not specifically address the need for visual support or structured content delivery. Repeating instructions might help some learners, yet it doesn’t necessarily provide new insights into the content. Finally, introducing concepts without visuals risks overwhelming the ELLs, as they may struggle to grasp abstract concepts without supportive visual cues. Thus, utilizing a short video effectively scaffolds learning by making science concepts more accessible and relatable for English Language Learners.