{"id":2421,"date":"2026-03-19T04:07:19","date_gmt":"2026-03-19T04:07:19","guid":{"rendered":"https:\/\/tahricteaches.com\/scaffolding-techniques-esl-teachers-strategies\/"},"modified":"2026-05-03T13:57:35","modified_gmt":"2026-05-03T13:57:35","slug":"scaffolding-techniques-esl-teachers-strategies","status":"publish","type":"post","link":"https:\/\/tahricteaches.com\/cs\/techniky-scaffoldingu-strategie-pro-ucitele-anglictiny-jako-druheho-jazyka\/","title":{"rendered":"Techniky le\u0161en\u00ed pro u\u010ditele angli\u010dtiny jako druh\u00e9ho jazyka | 9 strategi\u00ed, kter\u00e9 buduj\u00ed samostatnost student\u016f"},"content":{"rendered":"<p>U\u017e jste to vid\u011bli. Jeden student zmaten\u011b z\u00edr\u00e1 na pracovn\u00ed list. Dal\u0161\u00ed chrl\u00ed odpov\u011bdi, ne\u017e dokon\u010d\u00edte ot\u00e1zku. Rozd\u00edl mezi t\u00edm, co va\u0161i studenti angli\u010dtiny jako druh\u00e9ho jazyka... <em>m\u016f\u017ee<\/em> d\u011blaj\u00ed a co oni <em>pot\u0159eba<\/em> d\u011blat se n\u011bkdy zd\u00e1 nemo\u017en\u011b \u0161irok\u00e9.<\/p>\n<p>Le\u0161en\u00ed p\u0159eklenuje tuto propast. Ne zjednodu\u0161ov\u00e1n\u00edm v\u011bc\u00ed nebo rozd\u00e1v\u00e1n\u00edm odpov\u011bd\u00ed, ale budov\u00e1n\u00edm do\u010dasn\u00fdch opor, kter\u00e9 student\u016fm umo\u017en\u00ed dos\u00e1hnout vy\u0161\u0161\u00edch \u00farovn\u00ed, ne\u017e by dok\u00e1zali sami. A kdy\u017e se to ud\u011bl\u00e1 spr\u00e1vn\u011b, tyto opory zmiz\u00ed \u2013 proto\u017ee je student u\u017e nepot\u0159ebuje.<\/p>\n<p>Tato p\u0159\u00edru\u010dka rozeb\u00edr\u00e1 dev\u011bt technik budov\u00e1n\u00ed znalost\u00ed, kter\u00e9 mohou u\u010ditel\u00e9 angli\u010dtiny jako druh\u00e9ho jazyka na v\u0161ech \u00farovn\u00edch za\u010d\u00edt pou\u017e\u00edvat okam\u017eit\u011b. \u017d\u00e1dn\u00e9 zahlcen\u00ed teori\u00ed \u017eargonem. Pouze praktick\u00e9, ve t\u0159\u00edd\u011b ov\u011b\u0159en\u00e9 strategie zalo\u017een\u00e9 na tom, co skute\u010dn\u011b funguje.<\/p>\n<p><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/img2_groupwork.jpg\" alt=\"Studenti angli\u010dtiny jako druh\u00e9ho jazyka d\u011blaj\u00ed skupinovou pr\u00e1ci ve t\u0159\u00edd\u011b\" \/><\/p>\n<h2>Co vlastn\u011b znamen\u00e1 scaffolding (a pro\u010d je d\u016fle\u017eit\u00fd pro angli\u010dtinu jako druh\u00fd jazyk)<\/h2>\n<p>Term\u00edn poch\u00e1z\u00ed z knihy Lva Vygotsk\u00e9ho. <strong>Z\u00f3na nejbli\u017e\u0161\u00edho rozvoje (ZPD)<\/strong> \u2014 ide\u00e1ln\u00ed rovnov\u00e1hu mezi t\u00edm, co student zvl\u00e1dne samostatn\u011b, a t\u00edm, co zvl\u00e1dne s veden\u00edm. Podpora je sou\u010d\u00e1st\u00ed veden\u00ed. Je to pe\u010dliv\u011b pl\u00e1novan\u00e1 podpora, kter\u00e1 pom\u00e1h\u00e1 student\u016fm proj\u00edt ZPD, dokud nejsou schopni \u00fakol zvl\u00e1dnout sami.<\/p>\n<p>Pro u\u010ditele angli\u010dtiny jako druh\u00e9ho jazyka je scaffolding konkr\u00e9tn\u011b d\u016fle\u017eit\u011bj\u0161\u00ed ne\u017e v t\u00e9m\u011b\u0159 jak\u00e9mkoli jin\u00e9m v\u00fdukov\u00e9m kontextu. Va\u0161i studenti se neu\u010d\u00ed jen obsah \u2013 u\u010d\u00ed se <em>jazyk<\/em> pou\u017e\u00edv\u00e1 se k p\u0159\u00edstupu k tomuto obsahu. Ka\u017ed\u00e1 \u010dten\u00e1 pas\u00e1\u017e, v\u00fdzva k diskusi a gramatick\u00e9 cvi\u010den\u00ed nese dvoj\u00ed kognitivn\u00ed z\u00e1t\u011b\u017e. Bez podpory v podstat\u011b \u017e\u00e1d\u00e1te n\u011bkoho, aby vylezl po \u017eeb\u0159\u00edku, kter\u00e9mu chyb\u00ed polovina p\u0159\u00ed\u010dek.<\/p>\n<p>V\u00fdzkum z <a href=\"https:\/\/www.tesol.org\/\" target=\"_blank\" rel=\"noopener\">Mezin\u00e1rodn\u00ed asociace TESOL<\/a> d\u016fsledn\u011b ukazuje, \u017ee strukturovan\u00e9 scaffoldingov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed vede k rychlej\u0161\u00edmu osvojen\u00ed jazyka, lep\u0161\u00edmu zapamatov\u00e1n\u00ed si znalost\u00ed a \u2013 co\u017e je z\u00e1sadn\u00ed \u2013 k sebev\u011bdom\u011bj\u0161\u00edm student\u016fm. Studenti, kte\u0159\u00ed dost\u00e1vaj\u00ed scaffoldingovou v\u00fduku, s v\u011bt\u0161\u00ed pravd\u011bpodobnost\u00ed podstupuj\u00ed rizika s jazykem, co\u017e je p\u0159esn\u011b to, kde doch\u00e1z\u00ed ke skute\u010dn\u00e9mu u\u010den\u00ed.<\/p>\n<h2>1. P\u0159ed lekc\u00ed si procvi\u010dte kl\u00ed\u010dovou slovn\u00ed z\u00e1sobu<\/h2>\n<p><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/img6_vocabulary.jpg\" alt=\"Barevn\u00e1 p\u00edsmena pro budov\u00e1n\u00ed slovn\u00ed z\u00e1soby pro aktivity zam\u011b\u0159en\u00e9 na rozvoj angli\u010dtiny jako druh\u00e9ho jazyka\" \/><\/p>\n<p>Toto je nej\u00fa\u010dinn\u011bj\u0161\u00ed strategie scaffoldingu, kterou v\u011bt\u0161ina u\u010ditel\u016f angli\u010dtiny jako druh\u00e9ho jazyka (ESL) nedostate\u010dn\u011b vyu\u017e\u00edv\u00e1. Ne\u017e se studenti setkaj\u00ed s textem ke \u010dten\u00ed, poslechov\u00fdm cvi\u010den\u00edm nebo t\u00e9matem diskuse, ur\u010dete 5\u20138 slov, kter\u00e1 nezbytn\u011b pot\u0159ebuj\u00ed k pochopen\u00ed obsahu. Nevyjmenov\u00e1vejte pouze definice. Budujte porozum\u011bn\u00ed prost\u0159ednictv\u00edm kontextu, vizu\u00e1ln\u00edch pom\u016fcek a souvislost\u00ed.<\/p>\n<p><strong>Jak na to:<\/strong><\/p>\n<ul>\n<li>Zobrazujte obr\u00e1zky vedle nov\u00fdch slov. Obr\u00e1zek slova \u201eeroze\u201c funguje rychleji ne\u017e slovn\u00edkov\u00e1 definice.<\/li>\n<li>Pou\u017eijte slova ve 2\u20133 vzorov\u00fdch v\u011bt\u00e1ch, kter\u00e9 odr\u00e1\u017eej\u00ed, jak se budou objevovat v lekci.<\/li>\n<li>Nechte studenty slova zopakovat nahlas (v\u00fdslovnost je d\u016fle\u017eit\u00e1 pro zapamatov\u00e1n\u00ed).<\/li>\n<li>Vytvo\u0159te rychlou slovn\u00ed st\u011bnu nebo tabulku slovn\u00ed z\u00e1soby, na kterou se studenti mohou b\u011bhem aktivity odvol\u00e1vat.<\/li>\n<\/ul>\n<p>Kl\u00ed\u010dem je selektivn\u00ed p\u0159\u00edstup. P\u0159edb\u011b\u017en\u00e9 u\u010den\u00ed dvaceti slov studenty zahlt\u00ed. Vyberte si ta, kter\u00e1 odemknou v\u00fdznam v\u0161emu ostatn\u00edmu. Pokud pracujete na <a href=\"https:\/\/tahricteaches.com\/cs\/hry-se-slovni-zasobou-anglictiny-jako-druheho-jazyka\/\">aktivity na budov\u00e1n\u00ed slovn\u00ed z\u00e1soby<\/a>, zva\u017ete kombinaci p\u0159edb\u011b\u017en\u00e9ho vyu\u010dov\u00e1n\u00ed s jednou z t\u011bchto her pro pos\u00edlen\u00ed prob\u00edran\u00e9 l\u00e1tky.<\/p>\n<h2>2. Pou\u017e\u00edvejte v\u011btn\u00e9 r\u00e1mce a z\u00e1klady<\/h2>\n<p>V\u011btn\u00e9 r\u00e1mce dod\u00e1vaj\u00ed strukturu, ani\u017e by prozrazovaly obsah. Jsou obzvl\u00e1\u0161t\u011b \u00fa\u010dinn\u00e9 pro \u00fakoly mluven\u00ed a psan\u00ed, kde studenti znaj\u00ed <em>co<\/em> cht\u011bj\u00ed \u0159\u00edct, ale neum\u00ed sestavit v\u011btu v angli\u010dtin\u011b.<\/p>\n<p><strong>P\u0159\u00edklady pro r\u016fzn\u00e9 \u00farovn\u011b:<\/strong><\/p>\n<ul>\n<li><strong>Za\u010d\u00e1te\u010dn\u00edk:<\/strong> \u201eMysl\u00edm, \u017ee ______, proto\u017ee ______.\u201c<\/li>\n<li><strong>St\u0159edn\u011b pokro\u010dil\u00fd:<\/strong> \u201eI kdy\u017e souhlas\u00edm s t\u00edm, \u017ee ______, tak\u00e9 v\u011b\u0159\u00edm, \u017ee ______.\u201c<\/li>\n<li><strong>Modern\u00ed:<\/strong> \u201eD\u016fkazy nazna\u010duj\u00ed ______, co\u017e implikuje ______.\u201c<\/li>\n<\/ul>\n<p>Vyv\u011bste je viditeln\u011b ve t\u0159\u00edd\u011b. Napi\u0161te je na tabuli p\u0159ed diskus\u00ed. Zahr\u0148te je do pracovn\u00edch list\u016f. C\u00edlem nen\u00ed omezovat jazyk \u2013 ale d\u00e1t student\u016fm odrazov\u00fd m\u016fstek. S rostouc\u00ed \u00farovn\u00ed znalost\u00ed se studenti p\u0159irozen\u011b sami posouvaj\u00ed za stanoven\u00e9 r\u00e1mce. To je syst\u00e9m le\u0161en\u00ed, kter\u00fd funguje p\u0159esn\u011b tak, jak m\u00e1.<\/p>\n<p><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/img3_helping.jpg\" alt=\"U\u010ditel angli\u010dtiny jako druh\u00e9ho jazyka pom\u00e1h\u00e1 jednotliv\u00fdm student\u016fm b\u011bhem individu\u00e1ln\u00ed v\u00fduky\" \/><\/p>\n<h2>3. Nejprve modelujte v\u0161e<\/h2>\n<p>Nikdy nechtejte studenty, aby d\u011blali n\u011bco, co jste jim nejd\u0159\u00edve nep\u0159edvedli. Zn\u00ed to samoz\u0159ejm\u011b, ale v\u0161imn\u011bte si, kolik u\u010ditel\u016f \u0159\u00edk\u00e1: \u201eA te\u010f napi\u0161te odstavec o sv\u00e9m v\u00edkendu,\u201c ani\u017e by uk\u00e1zali, jak dan\u00fd odstavec vypad\u00e1, jak ho za\u010d\u00edt nebo jak\u00e1 \u00farove\u0148 detail\u016f se o\u010dek\u00e1v\u00e1.<\/p>\n<p><strong>Efektivn\u00ed modelov\u00e1n\u00ed zahrnuje:<\/strong><\/p>\n<ul>\n<li><strong>Myslete nahlas:<\/strong> Verbalizujte sv\u016fj my\u0161lenkov\u00fd proces p\u0159i pln\u011bn\u00ed \u00fakolu. \u201eNejd\u0159\u00edv si mus\u00edm vybrat hlavn\u00ed my\u0161lenku. Vyberu si sobotu, proto\u017ee se stalo n\u011bco zaj\u00edmav\u00e9ho\u2026\u201c<\/li>\n<li><strong>Zpracovan\u00e9 p\u0159\u00edklady:<\/strong> Uka\u017ete dokon\u010denou verzi \u00fakolu a projd\u011bte si ka\u017edou \u010d\u00e1st.<\/li>\n<li><strong>Sd\u00edlen\u00e1 praxe:<\/strong> Prvn\u00ed \u00fakol vypracujte spole\u010dn\u011b jako t\u0159\u00edda, ne\u017e budou studenti pracovat samostatn\u011b.<\/li>\n<\/ul>\n<p>Myslen\u00ed nahlas je obzvl\u00e1\u0161t\u011b \u00fa\u010dinn\u00e9 v kontextech angli\u010dtiny jako druh\u00e9ho jazyka, proto\u017ee zviditel\u0148uje neviditeln\u00e9 kognitivn\u00ed procesy. Studenti nevid\u00ed jen kone\u010dn\u00fd produkt \u2013 vid\u00ed <em>jak<\/em> jak jste se tam dostali, v\u010detn\u011b jazykov\u00fdch voleb, kter\u00e9 jste cestou u\u010dinili.<\/p>\n<h2>4. Rozd\u011blte slo\u017eit\u00e9 \u00fakoly na men\u0161\u00ed kroky<\/h2>\n<p><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/img5_planning.jpg\" alt=\"Pozn\u00e1mky k pl\u00e1nov\u00e1n\u00ed lekc\u00ed pro u\u010ditele s podporou v\u00fduky angli\u010dtiny jako druh\u00e9ho jazyka\" \/><\/p>\n<p>V\u00edcekrokov\u00fd p\u00edsemn\u00fd \u00fakol typu \u201eProzkoumejte t\u00e9ma, napi\u0161te tezi, na\u010drtn\u011bte esej, napi\u0161te t\u0159i odstavce a napi\u0161te z\u00e1v\u011br\u201c paralyzuje v\u011bt\u0161inu student\u016f angli\u010dtiny jako druh\u00e9ho jazyka. Ne proto, \u017ee by to nedok\u00e1zali, ale kv\u016fli kognitivn\u00ed z\u00e1t\u011b\u017ei, kterou s sebou nese jeho vykon\u00e1v\u00e1n\u00ed. <em>najednou<\/em> v druh\u00e9m jazyce je ohromuj\u00edc\u00ed.<\/p>\n<p>M\u00edsto toho rozd\u011blte \u00falohu na bloky:<\/p>\n<ul>\n<li><strong>Den 1:<\/strong> Vyberte si t\u00e9ma a shrom\u00e1\u017ed\u011bte t\u0159i zdroje. (Kontrola.)<\/li>\n<li><strong>2. den:<\/strong> Napi\u0161te tezi s pou\u017eit\u00edm tohoto r\u00e1mce: \u201eV\u011b\u0159\u00edm, \u017ee ______, proto\u017ee ______.\u201c (Zp\u011btn\u00e1 vazba.)<\/li>\n<li><strong>3. den:<\/strong> Vytvo\u0159te osnovu s jednou hlavn\u00ed my\u0161lenkou na odstavec. (Bod pro vz\u00e1jemn\u00e9 hodnocen\u00ed.)<\/li>\n<li><strong>Den 4-5:<\/strong> Navrhn\u011bte odstavce hlavn\u00ed \u010d\u00e1sti textu s vyu\u017eit\u00edm osnovy. (T\u00e9ma pro konzultaci.)<\/li>\n<\/ul>\n<p>Ka\u017ed\u00fd krok m\u00e1 jasn\u00fd c\u00edl a kontroln\u00ed bod, kde m\u016f\u017eete poskytnout c\u00edlenou zp\u011btnou vazbu. Tento p\u0159\u00edstup je v souladu s <a href=\"https:\/\/www.edutopia.org\/article\/6-foundational-ways-to-scaffold-student-learning\/\" target=\"_blank\" rel=\"noopener\">Principy scaffoldingu popsan\u00e9 Edutopi\u00ed<\/a> \u2014 poskytovat podporu v ka\u017ed\u00e9 f\u00e1zi a pot\u00e9 ji s postupn\u00fdm zvy\u0161ov\u00e1n\u00edm kompetenc\u00ed omezovat.<\/p>\n<h2>5. Aktivujte si z\u00e1kladn\u00ed znalosti<\/h2>\n<p>Va\u0161i studenti nejsou jen pr\u00e1zdn\u00e9 tabule. P\u0159ich\u00e1zej\u00ed s bohat\u00fdmi zku\u0161enostmi, kulturn\u00edmi znalostmi a dovednostmi v gramotnosti v rodn\u00e9m jazyce, kter\u00e9 mohou slou\u017eit jako z\u00e1klad pro nov\u00e9 u\u010den\u00ed \u2013 pokud z nich budete \u010derpat.<\/p>\n<p><strong>Strategie pro aktivaci p\u0159edchoz\u00edch znalost\u00ed:<\/strong><\/p>\n<ul>\n<li><strong>Grafy KWL:<\/strong> Co v\u00ed\u0161? Co se chce\u0161 nau\u010dit? (Dopl\u0148 za lekci \u201eNau\u010dil\/a jsem se\u201c.)<\/li>\n<li><strong>Proch\u00e1zky s obr\u00e1zky:<\/strong> P\u0159ed \u010dten\u00edm prolistujte obr\u00e1zky a nechte studenty p\u0159edpov\u011bd\u011bt obsah.<\/li>\n<li><strong>Osobn\u00ed kontakty:<\/strong> \u201eZa\u017eil n\u011bkdo n\u011bco podobn\u00e9ho? \u0158ekn\u011bte to partnerovi.\u201c<\/li>\n<li><strong>Mosty v prvn\u00edm jazyce:<\/strong> Nechte studenty nejprve brainstormovat v 1. jazyce a pot\u00e9 p\u0159elo\u017ete kl\u00ed\u010dov\u00e9 my\u0161lenky.<\/li>\n<\/ul>\n<p>Posledn\u00ed bod je v n\u011bkter\u00fdch kruz\u00edch ESL kontroverzn\u00ed, ale <a href=\"https:\/\/www.colorincolorado.org\/article\/home-language-english-language-learners-most-valuable-resource\" target=\"_blank\" rel=\"noopener\">v\u00fdzkum z Color\u00edna Colorado<\/a> a dal\u0161\u00ed organizace zab\u00fdvaj\u00edc\u00ed se gramotnost\u00ed ukazuj\u00ed, \u017ee vyu\u017eit\u00ed L1 ve skute\u010dnosti urychluje osvojov\u00e1n\u00ed L2, sp\u00ed\u0161e ne\u017e ho zpomaluje. Rodn\u00fd jazyk studenta je s\u00e1m o sob\u011b le\u0161en\u00edm.<\/p>\n<h2>6. Pou\u017e\u00edvejte vizu\u00e1ln\u00ed pom\u016fcky a grafick\u00e9 organiz\u00e9ry<\/h2>\n<p><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/img4_organizer.jpg\" alt=\"Grafick\u00e9 organiza\u010dn\u00ed karty pou\u017e\u00edvan\u00e9 pro le\u0161en\u00ed s porozum\u011bn\u00edm \u010dten\u00e9mu v angli\u010dtin\u011b jako druh\u00e9m jazyce\" \/><\/p>\n<p>Vizu\u00e1ln\u00ed podklady sni\u017euj\u00ed jazykovou z\u00e1t\u011b\u017e p\u0159i zpracov\u00e1n\u00ed textu. Kdy\u017e student vid\u00ed vztah mezi my\u0161lenkami \u2013 prost\u0159ednictv\u00edm Vennova diagramu, \u010dasov\u00e9 osy, my\u0161lenkov\u00e9 mapy nebo v\u00fdvojov\u00e9ho diagramu \u2013 vynakl\u00e1d\u00e1 m\u00e9n\u011b kognitivn\u00ed energie na dek\u00f3dov\u00e1n\u00ed textov\u00e9 struktury a v\u00edce na porozum\u011bn\u00ed obsahu.<\/p>\n<p><strong>Vizu\u00e1ln\u00ed le\u0161en\u00ed s vysok\u00fdm dopadem pro ESL:<\/strong><\/p>\n<ul>\n<li><strong>Vennovy diagramy<\/strong> pro \u00falohy porovn\u00e1n\u00ed\/kontrastu<\/li>\n<li><strong>Mapy p\u0159\u00edb\u011bh\u016f<\/strong> s r\u00e1me\u010dky pro postavy, prost\u0159ed\u00ed, probl\u00e9m a \u0159e\u0161en\u00ed<\/li>\n<li><strong>T-grafy<\/strong> pro klady\/z\u00e1pory nebo p\u0159\u00ed\u010dinu\/n\u00e1sledek<\/li>\n<li><strong>\u010casov\u00e9 osy<\/strong> pro sekvenov\u00e1n\u00ed ud\u00e1lost\u00ed nebo proces\u016f<\/li>\n<li><strong>Slovn\u00ed s\u00edt\u011b<\/strong> pro roz\u0161\u00ed\u0159en\u00ed slovn\u00ed z\u00e1soby a kategorizaci<\/li>\n<\/ul>\n<p>Nerozd\u00e1vejte jen pr\u00e1zdn\u00e9 organiz\u00e9ry. Nejprve jim uka\u017ete, jak je vyplnit (viz Strategie 3). A ujist\u011bte se, \u017ee organiz\u00e9r odpov\u00edd\u00e1 my\u0161lenkov\u00e9 dovednosti, na kterou se zam\u011b\u0159ujete. Venn\u016fv diagram pro \u00fakol sekvenov\u00e1n\u00ed vytv\u00e1\u0159\u00ed zmatek, nikoli jasnost. Pokud pot\u0159ebujete dal\u0161\u00ed n\u00e1pady, jak vyu\u017e\u00edt vizu\u00e1ln\u00ed u\u010den\u00ed, pod\u00edvejte se na na\u0161eho pr\u016fvodce na <a href=\"https:\/\/tahricteaches.com\/cs\/esl-classroom-management-strategies-that-work\/\">strategie \u0159\u00edzen\u00ed t\u0159\u00eddy<\/a> \u2014 dob\u0159e organizovan\u00e9 vizu\u00e1ln\u00ed syst\u00e9my podporuj\u00ed jak u\u010den\u00ed, tak chov\u00e1n\u00ed.<\/p>\n<h2>7. Zav\u00e9st postupn\u00e9 zbavov\u00e1n\u00ed se odpov\u011bdnosti<\/h2>\n<p>Toto je r\u00e1mec \u201eJ\u00e1 d\u011bl\u00e1m, my d\u011bl\u00e1me, vy d\u011bl\u00e1te\u201c a je to struktur\u00e1ln\u00ed p\u00e1te\u0159 efektivn\u00edho le\u0161en\u00ed.<\/p>\n<p><strong>Ano (modely pro u\u010ditele):<\/strong> \u00dakol p\u0159edvedete s podrobn\u00fdm vypr\u00e1v\u011bn\u00edm nahlas. Studenti se d\u00edvaj\u00ed a poslouchaj\u00ed.<\/p>\n<p><strong>D\u011bl\u00e1me (Praktick\u00e1 praxe s pr\u016fvodcem):<\/strong> Na \u00fakolu pracujete spole\u010dn\u011b. Studenti p\u0159isp\u00edvaj\u00ed, zat\u00edmco vy je vedete, opravujete a podporujete. Pr\u00e1v\u011b zde vznik\u00e1 nejt\u011b\u017e\u0161\u00ed podp\u016frn\u00e1 pr\u00e1ce.<\/p>\n<p><strong>D\u011bl\u00e1te (nez\u00e1visl\u00e1 praxe):<\/strong> Studenti pracuj\u00ed samostatn\u011b. Vy cirkulujete, poskytujete c\u00edlenou zp\u011btnou vazbu a pom\u00e1h\u00e1te jednotlivc\u016fm, kte\u0159\u00ed pot\u0159ebuj\u00ed zvl\u00e1\u0161tn\u00ed podporu.<\/p>\n<p><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/img7_pairwork.jpg\" alt=\"Studenti angli\u010dtiny jako druh\u00e9ho jazyka procvi\u010duj\u00edc\u00ed \u0159e\u010dnickou aktivitu ve dvojic\u00edch s vyu\u017eit\u00edm scaffoldingu\" \/><\/p>\n<p>Chybou, kter\u00e9 se mnoho u\u010ditel\u016f dopou\u0161t\u00ed, je p\u0159echod z \u201eJ\u00e1 d\u011bl\u00e1m\u201c rovnou na \u201eTy d\u011bl\u00e1\u0161\u201c. V tomto chyb\u011bj\u00edc\u00edm st\u0159edn\u00edm kroku se skr\u00fdv\u00e1 sch\u016fzka. F\u00e1ze \u201eMy d\u011bl\u00e1me\u201c je obdob\u00ed, kdy studenti cvi\u010d\u00ed s jistotou, d\u011blaj\u00ed chyby s mo\u017enost\u00ed okam\u017eit\u00e9 opravy a buduj\u00ed si sebev\u011bdom\u00ed, aby to zkusili sami.<\/p>\n<p>V kontextech v\u00fduky angli\u010dtiny jako druh\u00e9ho jazyka zva\u017ete p\u0159id\u00e1n\u00ed f\u00e1ze \u201eD\u011bl\u00e1te spole\u010dn\u011b\u201c mezi f\u00e1ze \u201eMy d\u011bl\u00e1me\u201c a \u201eVy d\u011bl\u00e1te\u201c \u2013 pr\u00e1ce ve dvojic\u00edch nebo v mal\u00fdch skupin\u00e1ch, kde se studenti navz\u00e1jem podporuj\u00ed, ne\u017e budou pracovat samostatn\u011b. T\u00edm se vytvo\u0159\u00ed vrstva podpory mezi studenty, kter\u00e1 je pro studenty jazyk\u016f neuv\u011b\u0159iteln\u011b efektivn\u00ed.<\/p>\n<h2>8. Poskytn\u011bte multimod\u00e1ln\u00ed vstup<\/h2>\n<p>Nespol\u00e9hejte se pouze na text. Studenti angli\u010dtiny jako druh\u00e9ho jazyka l\u00e9pe zpracov\u00e1vaj\u00ed a uchov\u00e1vaj\u00ed informace, kdy\u017e p\u0159ich\u00e1zej\u00ed prost\u0159ednictv\u00edm v\u00edce kan\u00e1l\u016f \u2013 kombinovan\u011b zvukov\u00fdch, vizu\u00e1ln\u00edch, kinestetick\u00fdch a textov\u00fdch.<\/p>\n<p><strong>Praktick\u00e9 p\u0159\u00edklady:<\/strong><\/p>\n<ul>\n<li>P\u0159ehr\u00e1t kr\u00e1tk\u00fd zvukov\u00fd klip <em>p\u0159ed<\/em> studenti si p\u0159e\u010dtou p\u0159epis.<\/li>\n<li>P\u0159i v\u00fduce konkr\u00e9tn\u00ed slovn\u00ed z\u00e1soby pou\u017e\u00edvejte re\u00e1lie (re\u00e1ln\u00e9 objekty).<\/li>\n<li>Spojte p\u00edsemn\u00e9 pokyny s rychlou uk\u00e1zkou.<\/li>\n<li>Pou\u017e\u00edvejte videoklipy k vytvo\u0159en\u00ed kontextu p\u0159ed \u010dten\u00edm nebo diskus\u00ed.<\/li>\n<li>Nechte studenty nakreslit nebo zahr\u00e1t si pojmy, ne\u017e o nich budou ps\u00e1t.<\/li>\n<\/ul>\n<p>Toto video z projektu Teachings in Education poskytuje vynikaj\u00edc\u00ed p\u0159ehled o tom, jak strategie le\u0161en\u00ed vypadaj\u00ed v praxi:<\/p>\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\n<div class=\"wp-block-embed__wrapper\">\n<div class=\"entry-content-asset videofit\"><iframe loading=\"lazy\" title=\"5 strategi\u00ed le\u0161en\u00ed pro pos\u00edlen\u00ed u\u010den\u00ed student\u016f\" width=\"720\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/axelin36pmM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/div>\n<\/figure>\n<p>Multimod\u00e1ln\u00ed p\u0159\u00edstup neznamen\u00e1, \u017ee ka\u017ed\u00e1 lekce mus\u00ed b\u00fdt multimedi\u00e1ln\u00ed produkc\u00ed. Znamen\u00e1 to p\u0159em\u00fd\u0161let o tom, kter\u00e1 <em>dal\u0161\u00ed<\/em> Kan\u00e1l by student\u016fm nejv\u00edce pomohl s p\u0159\u00edstupem k obsahu. N\u011bkdy sta\u010d\u00ed jednoduch\u00fd obr\u00e1zek. Jindy je kl\u00ed\u010dov\u00e9 praktick\u00e9 cvi\u010den\u00ed.<\/p>\n<h2>9. \u010casto (a strategicky) kontrolujte porozum\u011bn\u00ed<\/h2>\n<p><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/img8_modeling.jpg\" alt=\"U\u010ditel angli\u010dtiny jako druh\u00e9ho jazyka modeluje jazyk na tabuli pro scaffoldovanou v\u00fduku\" \/><\/p>\n<p>\u201eRozum\u00ed v\u0161ichni?\u201c nen\u00ed test porozum\u011bn\u00ed. Je to ot\u00e1zka, kter\u00e1 t\u00e9m\u011b\u0159 v\u017edy vyvol\u00e1 sborov\u00e9 p\u0159ik\u00fdvnut\u00ed bez ohledu na skute\u010dn\u00e9 pochopen\u00ed. Skute\u010dn\u00e9 scaffoldingov\u00e9 metody vy\u017eaduj\u00ed data v re\u00e1ln\u00e9m \u010dase o tom, co studenti v\u011bd\u00ed a kde se zasekli.<\/p>\n<p><strong>Lep\u0161\u00ed strategie pro kontrolu porozum\u011bn\u00ed:<\/strong><\/p>\n<ul>\n<li><strong>Uka\u017e mi desky:<\/strong> Studenti p\u00ed\u0161\u00ed kr\u00e1tk\u00e9 odpov\u011bdi na miniaturn\u00ed b\u00edl\u00e9 tabule a z\u00e1rove\u0148 je dr\u017e\u00ed ve vzduchu.<\/li>\n<li><strong>Palec nahoru\/do strany\/dol\u016f:<\/strong> Rychl\u00fd fyzick\u00fd sign\u00e1l pro \u201eCh\u00e1pu to \/ trochu \/ jsem ztracen.\u201c<\/li>\n<li><strong>Vstupenky na v\u00fdstup:<\/strong> Na konci hodiny p\u00edsemn\u00e9 testy s jednou ot\u00e1zkou.<\/li>\n<li><strong>Oto\u010d se a u\u010d se:<\/strong> \u201eVysv\u011btli sv\u00e9mu partnerovi, co jsme se pr\u00e1v\u011b nau\u010dili.\u201c Pokud to dok\u00e1\u017eou nau\u010dit, tak to v\u011bd\u00ed.<\/li>\n<li><strong>Strategick\u00e9 kladen\u00ed ot\u00e1zek:<\/strong> Ptejte se konkr\u00e9tn\u00edch student\u016f, m\u00edsto abyste volali dobrovoln\u00edky.<\/li>\n<\/ul>\n<p>Informace, kter\u00e9 z t\u011bchto kontrol shrom\u00e1\u017ed\u00edte <em>je<\/em> v\u00e1\u0161 pl\u00e1n pro scaffolding. Pokud 80% student\u016f zvl\u00e1dne koncept, m\u016f\u017eete omezit podporu. Pokud je polovina t\u0159\u00eddy zmaten\u00e1, mus\u00edte scaffolding znovu zah\u00e1jit, ne\u017e budete pokra\u010dovat. Toto je responzivn\u00ed a adaptivn\u00ed povaha skute\u010dn\u00e9ho scaffoldingu \u2013 nen\u00ed to fixn\u00ed pl\u00e1n, je to \u017eiv\u00fd proces.<\/p>\n<h2>Kdy odstra\u0148ovat le\u0161en\u00ed<\/h2>\n<p>S t\u00edmto se mnoho u\u010ditel\u016f angli\u010dtiny jako druh\u00e9ho jazyka pot\u00fdk\u00e1 nejv\u00edce. Le\u0161en\u00ed, kter\u00e9 nikdy nespadne, se st\u00e1v\u00e1 berli\u010dkou. C\u00edlem je v\u017edy nez\u00e1vislost.<\/p>\n<p><strong>Znamen\u00ed, \u017ee je student p\u0159ipraven na men\u0161\u00ed podporu:<\/strong><\/p>\n<ul>\n<li>Pln\u00ed \u00fakoly bez odkazov\u00e1n\u00ed na v\u011btn\u00e9 r\u00e1mce.<\/li>\n<li>Dok\u00e1\u017eou vysv\u011btlit sv\u016fj my\u0161lenkov\u00fd proces v angli\u010dtin\u011b (i nedokonale).<\/li>\n<li>Pom\u00e1haj\u00ed vrstevn\u00edk\u016fm, kte\u0159\u00ed si danou dovednost st\u00e1le rozv\u00edjej\u00ed.<\/li>\n<li>Sami opravuj\u00ed chyby bez nab\u00e1d\u00e1n\u00ed.<\/li>\n<li>\u017d\u00e1daj\u00ed o n\u00e1ro\u010dn\u011bj\u0161\u00ed pr\u00e1ci.<\/li>\n<\/ul>\n<p>Odstran\u011bn\u00ed podp\u016frn\u00fdch prvk\u016f neznamen\u00e1 odstran\u011bn\u00ed ve\u0161ker\u00e9 podpory najednou. Postupn\u011b sl\u00e1bn\u011bte. Nahra\u010fte r\u00e1mce v\u011bt za\u010d\u00e1tky v\u011bt. P\u0159ejd\u011bte od grafick\u00fdch organiz\u00e9r\u016f k pr\u00e1zdn\u00e9mu pap\u00edru se slovn\u00edmi p\u0159ipomenut\u00edmi struktury. P\u0159ejd\u011bte od modelov\u00e1n\u00ed u\u010ditelem k modelov\u00e1n\u00ed vrstevn\u00edky. Struktura z\u016fst\u00e1v\u00e1 \u2013 jen se st\u00e1v\u00e1 m\u00e9n\u011b viditelnou.<\/p>\n<p>Tento proces blednut\u00ed p\u0159\u00edmo souvis\u00ed s t\u00edm, jak zvl\u00e1d\u00e1te <a href=\"https:\/\/tahricteaches.com\/cs\/mixed-level-esl-classes-differentiation-strategies\/\">t\u0159\u00eddy sm\u00ed\u0161en\u00e9 \u00farovn\u011b<\/a>N\u011bkte\u0159\u00ed studenti budou p\u0159ipraveni na odstran\u011bn\u00ed le\u0161en\u00ed o n\u011bkolik t\u00fddn\u016f d\u0159\u00edve ne\u017e ostatn\u00ed, a to je naprosto norm\u00e1ln\u00ed. Rozli\u0161ujte \u00farove\u0148 podpory, ne c\u00edl u\u010den\u00ed.<\/p>\n<h2>Za\u010dle\u0148te le\u0161en\u00ed do sv\u00e9 pedagogick\u00e9 DNA<\/h2>\n<p>Le\u0161en\u00ed nen\u00ed n\u011bco, co do pl\u00e1nu lekce p\u0159id\u00e1te jako dodate\u010dnou my\u0161lenku. Je to zp\u016fsob, jak p\u0159em\u00fd\u0161let o v\u00fduce. Poka\u017ed\u00e9, kdy\u017e pl\u00e1nujete lekci, polo\u017ete si t\u0159i ot\u00e1zky:<\/p>\n<ol>\n<li><strong>Co u\u017e moji studenti um\u00ed?<\/strong> (V\u00fdchoz\u00ed bod)<\/li>\n<li><strong>Co od nich m\u00e1m o\u010dek\u00e1vat do konce t\u00e9to lekce?<\/strong> (C\u00edl)<\/li>\n<li><strong>Jakou podporu pot\u0159ebuj\u00ed, aby se dostali odtud tam?<\/strong> (Le\u0161en\u00ed)<\/li>\n<\/ol>\n<p>To je v\u0161e. Ta mezera mezi ot\u00e1zkami 1 a 2 je ZPD. Ot\u00e1zka 3 je v\u00e1\u0161 pl\u00e1n le\u0161en\u00ed. Postupem \u010dasu se toto my\u0161len\u00ed stane automatick\u00fdm. P\u0159estanete vn\u00edmat lekce jako v\u011bci, kter\u00e9 odevzd\u00e1v\u00e1te. <em>na<\/em> studenty a za\u010dn\u011bte je vn\u00edmat jako mosty, kter\u00e9 stav\u00edte <em>s<\/em> studenti.<\/p>\n<p>Va\u0161i studenti angli\u010dtiny jako druh\u00e9ho jazyka toho dok\u00e1\u017eou mnohem v\u00edc, ne\u017e v\u00e1m v sou\u010dasn\u00e9 dob\u011b mohou uk\u00e1zat v angli\u010dtin\u011b. Le\u0161en\u00ed nesni\u017euje la\u0165ku \u2013 stav\u00ed schodi\u0161t\u011b, kter\u00e9 ji vede k dosa\u017een\u00ed.<\/p>","protected":false},"excerpt":{"rendered":"<p>Zvl\u00e1dn\u011bte dev\u011bt osv\u011bd\u010den\u00fdch technik podpory pro v\u00fduku angli\u010dtiny jako druh\u00e9ho jazyka. Od p\u0159\u00edpravy na v\u00fduku slovn\u00ed z\u00e1soby a\u017e po postupn\u00e9 uvol\u0148ov\u00e1n\u00ed, tyto strategie pom\u00e1haj\u00ed student\u016fm angli\u010dtiny budovat si ve t\u0159\u00edd\u011b skute\u010dnou samostatnost.<\/p>","protected":false},"author":1,"featured_media":4030,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"categories":[30],"tags":[354,312,358,452,455,314,450,319,353,453,454,451],"class_list":["post-2421","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article-posts","tag-ell-instruction","tag-english-language-teaching","tag-esl-lesson-planning","tag-esl-professional-development","tag-esl-teacher-tips","tag-esl-teaching-strategies","tag-instructional-scaffolding","tag-scaffolding-esl","tag-scaffolding-strategies","tag-teaching-techniques-esl","tag-tesol-methods","tag-zone-of-proximal-development"],"_links":{"self":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts\/2421","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/comments?post=2421"}],"version-history":[{"count":1,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts\/2421\/revisions"}],"predecessor-version":[{"id":4031,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts\/2421\/revisions\/4031"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/media\/4030"}],"wp:attachment":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/media?parent=2421"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/categories?post=2421"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/tags?post=2421"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}