Project Nº: 2024-1-PL01-KA220-SCH-000256498

Module 3 – The Academic Lab: Unlocking Subject Knowledge (CALP)

1. Pedagogical framework

1.1 Basic information

1.2 Pedagogical rationale and language justification

1.3 The mentor's role

1.4 Integration of AI (human-in-the-loop approach)

1.5 Core competences addressed

1.6 Core suggested tools

2. Activity scenarios

Scenario 1: My Safe Avatar — Focus: Identity

Scenario 2: Digital Rules — Focus: Safe Surfing

Scenario 3: Fact, Fiction, and Privacy — Focus: Focus: Critical Evaluation

3. Formative assessment strategy

3.1 Observation

3.2 Exit Questions and Self-Reflection

3.3 Peer Assessment

3.4 Mentor Reflection

4. Additional notes and contextual information

4.1 Cultural and Contextual Considerations

4.2 Connections to National Curriculum

4.3 References and Resources

1. MODULE OVERVIEW

1.1 Basic Information

Target Age Group: 

7–14 years (differentiated within scenarios)

Estimated Duration:

3 sessions (approx. 45–60 minutes per session)

1.2 Pedagogical Rationale and Language Justification

Pedagogical Rationale 

The integration of migrant pupils into mainstream educational settings requires a sophisticated approach that moves beyond simple language acquisition into the mastery of subject-specific knowledge. This module is grounded in the understanding that transitioning to Cognitive Academic Language Proficiency (CALP) is highly cognitively demanding, as pupils must simultaneously process complex new academic content (such as STEM concepts) and the formal, context-reduced language of schooling.

To manage this mental effort, this module relies heavily on Cognitive Load Theory (CLT). By employing the TELMS (Technology-Enhanced Learning Mentoring Support) framework, the mentor utilizes digital tools to reduce the “extraneous load” (the mental effort wasted on decoding dense, inaccessible text) and maximize the “germane load” (the productive effort devoted to deep learning and building cognitive schemas). Digital scaffolding acts as a vital bridge; by utilizing visual, actional, and interactive modes, digital tools provide ‘transmodal scaffolding’ that supports scientific or academic sensemaking without relying exclusively on dense text. This ensures that language proficiency becomes an outcome of effective content instruction, rather than a gatekeeping prerequisite.

Language Justification (BICS to CALP Transition) While migrant pupils often develop Basic Interpersonal Communication Skills (BICS) relatively quickly (typically within 1 to 2 years), allowing them to navigate daily social interactions, mastering CALP can take 5 to 7 years or more. This temporal gap can create a “linguistic facade,” where a pupil appears fluent conversationally but struggles with the complex syntax, abstract concepts, and specialized vocabulary required in academic subjects.

This module is specifically designed to bridge this gap. It shifts the linguistic focus from conversational survival to academic achievement, introducing pupils to higher-order linguistic functions such as comparing, justifying, and academic reasoning. It actively supports the development of complex structures like nominalization (e.g., turning “the water evaporates” into “evaporation”). To make this transition accessible, the module utilizes AI-driven text leveling (e.g., Diffit) to adapt authentic academic texts to the pupils’ exact reading levels, allowing them to engage with rigorous grade-level concepts while their host-language proficiency matures.

Relevance for Migrant Pupils and Digital Competence For migrant pupils, traditional monomodal instruction (heavy reliance on spoken lectures and written text) often marginalizes their existing cognitive capabilities. By employing transmodal scaffolding (such as collaborative interactive whiteboards, infographic creation via Genially, or interactive worksheets via Wizer.me), this module values their full linguistic and cognitive repertoires, allowing them to demonstrate their understanding visually and interactively.

Simultaneously, this module strongly supports the DigComp framework, particularly Area 1 (Information and Data Literacy) and Area 3 (Digital Content Creation). Pupils do not just passively consume digital content; they decode complex data and recode it into structured visual symbols and academic text, thereby developing the critical digital and academic literacies necessary for long-term educational success

1.3 The Mentor's Role

In “The Academic Lab,” the mentor operates as a vital cognitive and linguistic bridge, mediating the complex relationship between demanding STEM content and the migrant pupil’s developing language skills. Because transitioning to Cognitive Academic Language Proficiency (CALP) is an intensive process, the mentor’s role shifts from merely facilitating everyday communication (BICS) to actively guiding pupils through academic reasoning and scientific sensemaking.

The mentor fulfills this multifaceted role through the following core responsibilities:

  1. Supporting Academic Language Acquisition (CALP)
    • Language Modeler: The mentor explicitly models the formal academic register, demonstrating how to use subject-specific “brick” words (e.g., chloroplast, evaporation) and the “mortar” words that connect them (e.g., therefore, because).
    • Translingual Facilitator: Rather than enforcing a monolingual standard, the mentor encourages “translanguaging,” allowing pupils to use their mother tongue (L1) alongside the host language to decode complex academic concepts before producing output.
    • Scaffolding Output: The mentor provides structured “soft” scaffolding, such as bilingual word banks, graphic organizers, and academic sentence frames (e.g., “The data suggests that…” or “I hypothesize this because…”), gradually fading these supports as the learner’s independence grows.
  1. Managing Cognitive Load
    • Optimizing the Learning Process: Guided by Cognitive Load Theory (CLT), the mentor actively works to reduce “extraneous load” (confusion caused by dense texts or poor instructions) so that pupils can dedicate their working memory to the “germane load” (deep learning and schema construction).
    • Applying Transmodal Scaffolding: The mentor segments complex tasks into smaller, logical steps. They utilize digital tools to provide multimodal inputs—pairing spoken narration with visual cues (dual coding), offering partial worked examples, and using interactive simulations (like VR or digital labeling) to make abstract scientific concepts concrete.
  1. Providing Emotional Scaffolding and Fostering Resilience
    • Normalizing “Productive Struggle”: Academic subjects can be intimidating for language learners. The mentor establishes a low-anxiety environment where making mistakes is framed as a natural and necessary part of scientific inquiry and mathematical problem-solving.
    • Increasing Wait Time: The mentor intentionally pauses for 3–5 seconds after asking complex questions, providing migrant pupils the essential “think time” required to process the input, translate concepts internally, and formulate an academic response.
  1. Promoting an Inclusive and Culturally Responsive Environment
  • Validating Diverse Resources: The mentor recognizes that migrant pupils bring rich cognitive and cultural assets to the classroom. By allowing pupils to demonstrate their subject knowledge visually, interactively, and transmodally (rather than relying strictly on written tests), the mentor ensures equitable assessment and prevents the marginalization of pupils with limited host-language proficiency.
  • Guiding Digital Competence: As pupils interact with digital platforms and AI-adapted texts, the mentor provides technical guidance, ensuring tools are used safely and responsibly to foster digital citizenship alongside academic growth. 

1.4 Integration of AI (Human-in-the-Loop Approach)

In “The Academic Lab,” Artificial Intelligence serves as a critical transmodal bridge, allowing migrant pupils to access demanding STEM concepts while their host-language proficiency matures. AI is employed not to replace the cognitive effort of learning, but to level the playing field for comprehension—removing the decoding barriers so that students at all reading levels can engage with the exact same grade-level scientific concepts and primary sources. This integration strictly adheres to a “Human-in-the-Loop” philosophy, ensuring AI acts as a supportive pedagogical assistant under constant mentor supervision.

Mentor’s AI Use

The mentor utilizes generative AI extensively behind the scenes to optimize the cognitive load for the pupils, transforming dense academic content into accessible, multimodal scaffolding:

  • AI Text Leveling (Diffit): The mentor uses Diffit to adapt authentic, grade-level academic texts (such as a passage about cell structures or the water cycle) to the specific Lexile ranges of the pupils. Diffit automatically adjusts the complexity of the text, provides parenthetical definitions for subject-specific “brick” words, and generates tailored resources such as bilingual vocabulary lists, reading summaries, and graphic organizers.
  • Generating Academic Scaffolds (ChatGPT / MagicSchool.ai): The mentor prompts AI to generate targeted academic sentence frames (e.g., “The data indicates that…”) and bilingual word banks. This supports the pupils’ transition from informal conversational fluency to structured academic reasoning (CALP).
  • Creating Multimodal Contexts: The mentor leverages AI to generate varied representations of the same scientific concept, ensuring students receive the “just-in-time” scaffolding necessary to comprehend the material before attempting to produce their own academic output.

 

Pupils’ AI Use

Pupils’ AI Use (Active Learning and Critical Reflection) Pupils interact with AI-generated outputs and safe conversational AI interfaces to actively process subject knowledge, shifting from passive consumption to active sensemaking:

  • Comparing Registers (Diffit Outputs): Pupils critically compare the AI-simplified text to the original textbook version. With the mentor’s guidance, they identify the structural differences in the language, such as how a simple action (“The plant makes food”) is transformed into an academic noun (“photosynthesis”)—a process known as nominalization.
  • AI as a “Teaching Assistant” / Study Companion: Pupils use strictly monitored conversational AI (such as ChatGPT or NotebookLM) to ask questions and break down complex scientific ideas into simpler term. By prompting the AI to “explain this to me like I am 10 years old,” pupils take ownership of their learning and use the tool to interactively clarify misunderstandings in real-time.
  • Gamified Problem Solving (Matific): For mathematics, pupils engage with Matific, an AI-driven digital platform that embeds mathematical challenges in visual storytelling rather than dense text. The adaptive algorithm provides immediate, visually illustrated feedback (a 3-step wrong answer sequence) to guide pupils through productive struggle without language barriers causing them to fail.

The Human-in-the-Loop Safeguard The mentor is essential in this ecosystem. Because AI can sometimes generate plausible but factually incorrect information (hallucinations), the mentor must carefully review all AI-leveled texts and generated vocabulary lists for scientific accuracy and cultural appropriateness before distributing them. Furthermore, the mentor ensures that the use of AI is gradually faded; as a pupil’s Cognitive Academic Language Proficiency (CALP) strengthens, the mentor slowly removes the AI-simplified texts, guiding the learner toward independent engagement with unadapted, complex academic materials 

1.5 Core Competences Addressed

This module promotes the development of advanced key competences essential for migrant pupils to transition from basic social integration to full academic participation. It bridges the gap between everyday communication and the rigorous demands of STEM subjects.

Digital Competence (DigComp 2.2 Framework) 

The module heavily engages pupils in active digital sensemaking, aligning with the following areas:

  • Area 1: Information and Data Literacy (1.2 Evaluating data, information and digital content): Pupils learn to critically evaluate academic texts and data, comparing AI-simplified texts with original academic sources to understand content structure.
  • Area 3: Digital Content Creation (3.1 Developing digital content): Pupils move beyond consuming text by engaging in transmodal scaffolding—using digital tools to draw, label, and create multimodal representations of complex scientific concepts (e.g., cell structures).
  • Area 5: Problem Solving (5.3 Creatively using digital technology): Pupils use gamified digital platforms (like Matific) and interactive simulations to resolve conceptual mathematical and scientific problems, transferring their understanding across different visual formats.

Language Competence (BICS/CALP Framework) 

The primary focus of this module is explicitly on CALP (Cognitive Academic Language Proficiency), which requires navigating context-reduced, cognitively demanding language.

  • Academic Vocabulary Acquisition: Pupils master both content-specific “brick” words (e.g., photosynthesis, dividend) and general academic “mortar” words (e.g., therefore, analyze, contrast) necessary for reasoning.
  • Structural Transformations: Pupils practice complex syntactic structures, such as nominalization (transforming the action “water evaporates” into the academic concept “evaporation”).
  • Translanguaging: Pupils utilize their full linguistic repertoire, leveraging their mother tongue (L1) to decode complex subject matter before producing output in the target academic language (L2).

Personal, Social, and Learning-to-Learn Competences (SEL & 21st-Century Skills) 

The module fosters the resilience required to tackle challenging school subjects:

  • Critical Thinking and Academic Reasoning: Pupils move from simple descriptions to higher-order thinking skills (HOTS), learning to justify choices, interpret data, and analyze scientific arguments.
  • Academic Resilience and “Math/Science Identity”: By engaging in “productive struggle” through gamified, low-stakes digital platforms, pupils build confidence and overcome the anxiety often associated with STEM subjects, reinforcing the belief that they are capable learners despite temporary language barriers.
  • Collaboration: Pupils practice “academic collaboration,” working in structured pairs (e.g., driver/navigator roles) to negotiate meaning, solve problems, and pool their cognitive and linguistic resources.

1.6 Core Suggested Tools

Tool Name Purpose / Description of Use
Diffit A AI-powered tool used to automatically adapt authentic, grade-level academic texts (e.g., science passages or historical sources) to specific reading levels. Diffit generates differentiated reading passages, bilingual vocabulary lists, and comprehension questions scaffolded by Depth of Knowledge levels, ensuring all students can access the same core academic concepts regardless of their current language proficiency.
ChatGPT / Claude / MagicSchool.ai Used by the mentor behind the scenes to generate targeted academic sentence frames (e.g., “Because-But-So” prompts), simplify complex instructions, and create bilingual word banks to support structured academic reasoning
NotebookLM Used by older pupils as a pedagogical “Teaching Assistant” or study companion. Pupils can upload complex academic readings and use the tool to generate interactive audio overviews (podcasts) or engage in a text-based Q&A chat to clarify difficult concepts and break down dense texts.
Genially / Canva Used by pupils to distil complex STEM concepts (e.g., the water cycle, cell structures) into highly visual, interactive infographics, posters, or digital presentations. These tools allow learners to demonstrate their conceptual mastery using images, icons, and short text, bypassing the heavy cognitive load of writing long essays.
Virtual Reality (VR) environments / ThingLink Used to provide immersive, 3D spatial cues and interactive experiences. VR allows pupils to perform science tasks through bodily movements and visual observation, providing vital context for abstract scientific phenomena before they are required to describe them using academic language.
Matific An adaptive, gamified mathematics platform used primarily for younger learners (ages 7–10). It embeds mathematical problem-solving within visual storytelling and interactive meta-games rather than dense text blocks. By providing intuitive variations and a 3-step wrong-answer sequence (illustrated suggestions and stepped solutions), Matific encourages “productive struggle” and builds a positive math identity without letting language barriers cause failure.
Wizer.me / Liveworksheets: Used by both mentor and pupils to engage with multimedia worksheets. These tools allow for interactive labelling of diagrams (e.g., parts of a plant cell) and provide digital spaces where pupils can use provided academic sentence starters to transition from oral reflection to written CALP.
Miro / Padlet / Mural: Shared digital canvases used for collaborative group work. Pupils use these visual boards to collaboratively map scientific processes, sort data, or organize their arguments before engaging in whole-class academic discussions.

2. ACTIVITY SCENARIOS (STEP-BY-STEP IMPLEMENTATION)

This section contains the three activity scenarios that form the core of the module. Each scenario follows the TELMS pedagogical flow and must include an Opening Phase, a Core Learning Phase, and a Closing Phase with formative assessment. Scenarios should be thematically connected and build upon each other in terms of complexity and language demand.

Scenario 1: See, Think, Wonder: The Water Cycle - Focus: Using descriptive language for scientific processes

Target Age Group

7-14 years

Estimated Duration

45 minutes

Scenario Summary

Using an interactive multimedia diagram or a short video, pupils explore the stages of the water cycle. The mentor applies the “See–Think–Wonder” thinking routine (from Harvard’s Project Zero) to guide their observation and inquiry. Following this, pupils record their findings on a digital worksheet (such as Wizer.me).

Scenario 1 - Learning Objectives

Linguistic Objectives (BICS/CALP)

  • To use descriptive language for scientific processes, actively bridging the gap between everyday communication (BICS) and Cognitive Academic Language Proficiency (CALP).
  • To identify and utilize subject-specific academic vocabulary (e.g., “brick” words like evaporation or condensation).
  • To produce structured observations, interpretations, and questions using targeted academic sentence starters tailored to each phase, such as “I notice…”, “This reminds me of…”, or “I’m curious about…”.
  • To practice “translanguaging” by leveraging their home languages to negotiate the meaning of complex scientific concepts before producing output in the target language.

Digital Objectives

  • To navigate and explore an interactive multimedia diagram or short video to decode the stages of the water cycle.
  • To use a digital worksheet platform (such as Wizer.me) to record, organize, and submit their structured findings.
  • To interact with transmodal scaffolding (visuals and actional modes) to bypass the heavy cognitive load of dense text while making sense of scientific phenomena.

Personal/Social Objectives

  • To develop critical observation and inquiry skills through the structured “See–Think–Wonder” digital reflection routine.
  • To build cultural responsiveness and awareness by observing details carefully and separating objective observations from cultural assumptions or biases during the “See” stage.
  • To foster a sense of curiosity instead of judgment during the “Wonder” phase, creating a safe emotional space for inquiry.
  • To participate confidently in academic STEM discussions, building “science identity” and academic resilience through low-stakes, highly scaffolded engagement.

Scenario 1 - Digital Tools and Materials

Tool / Material Purpose / Notes on Use
Interactive Multimedia Diagram or Short Video Used by the mentor to visually introduce the stages of the water cycle. This acts as a “low-barrier” hook, allowing all pupils, regardless of their current language proficiency, to participate by observing and identifying concrete visual elements (like arrows, wavy lines, or clouds) during the initial “See” phase.
Wizer.me (Digital Worksheet) Used by pupils to record their observations, interpretations, and questions generated during the routine. The worksheet should include pre-filled academic sentence starters (e.g., “I notice…”, “This makes me think… because…”, or “Perhaps this means…”) to actively scaffold the pupils’ transition from oral reflection to written Cognitive Academic Language Proficiency (CALP).
See-Think-Wonder Graphic Organizer A structured visual layout (which can be embedded directly into Wizer.me or used alongside it) divided into three clear sections. It helps learners map their observations, thoughts, and questions, effectively turning their natural curiosity into structured academic knowledge.

Scenario 1 - Step-by-Step Implementation

Opening Phase (Warm-up) [10 minutes]

  • Objective: To activate prior knowledge, reduce cognitive load, and engage pupils in detailed scientific observation.
  • The mentor presents an interactive multimedia diagram or a short video of the water cycle. Pupils are instructed to describe exactly what they see without making snap judgments or scientific inferences. They identify concrete visual elements such as arrows, wavy lines, or clouds.
  • The Mentor provides a “low-barrier” hook that allows all pupils, regardless of their current language proficiency, to participate comfortably. The mentor actively prevents early closure by separating observation from interpretation, guiding pupils to only state what is visibly present.
  • The mentor projects the interactive diagram or video, pausing it at key moments to allow for extended observation.

Core Learning Phase [25–35 minutes]

  • Objective: To transition from basic observation to scientific interpretation, bridging learners toward Cognitive Academic Language Proficiency (CALP).
  • Pupils connect their visual observations to scientific principles. They practice using the “because–but–so” strategy to justify their claims (e.g., “I see wavy lines rising from the lake; this makes me think evaporation is occurring because the sun is heating the water”).
  • The mentor uses strategic prompts such as “What makes you say that?” to push pupils toward evidence-based reasoning. The mentor explicitly models how to use “brick” words (e.g., evaporation) and “mortar” connective words, scaffolding the transition from everyday speech to academic justification.
  • The mentor encourages “translanguaging,” allowing pupils to negotiate the meaning of the water cycle processes in their home language before expressing their interpretations in the target host language.

Closing Phase & Formative Assessment [e.g., 10 minutes]

  • Objective: To stimulate scientific curiosity, formulate inquiry questions, and assess the pupils’ transition from oral reflection to written academic language.
  • Pupils formulate questions based on their previous observations and interpretations to set the stage for further inquiry. Pupils are tasked with generating at least four questions: two focused on direct observations and two on their scientific interpretations. They then transition to independent or pair work to record their findings.
  • The mentor guides the questioning process, ensuring that the “Wonder” stage supports curiosity rather than judgment. The mentor formatively assesses the pupils’ progress by reviewing their submitted digital worksheets for correct usage of the provided sentence frames and scientific vocabulary.
  • Pupils log into Wizer.me (Digital Worksheet) to structure and submit their findings. The digital worksheet provides pre-filled academic sentence starters (e.g., “I notice…”, “Perhaps this means…”) to scaffold their written CALP output.

Scenario 1 - Teacher Notes

Adaptation Notes

  • Supporting Lower Language Proficiency: Do not force immediate output in the host language. Encourage translanguaging by allowing pupils to negotiate their observations and questions with peers in their home language first. Provide heavy “soft scaffolding” by supplying bilingual word banks and highly structured sentence frames (e.g., “I see…”, “I wonder if…”). Allow non-verbal responses, such as pointing to specific parts of the interactive diagram, to reduce the anxiety of speaking.
  • Extensions for Confident Learners: Challenge more advanced pupils to transition fully to Cognitive Academic Language Proficiency (CALP). Require them to use specific scientific “brick” words (e.g., evaporation, condensation) instead of everyday descriptive words. Push them to combine their ideas using the “because–but–so” writing strategy to justify their interpretations with formal academic reasoning.
  • Handling Common Challenges (Managing Cognitive Load): A frequent challenge with the “See-Think-Wonder” routine is that learners often jump straight to interpreting (Think) during the initial observation (See) phase. The mentor must gently redirect them to describe only concrete visual elements to prevent early closure and assumptions. To prevent cognitive overload, the mentor should use the segmenting principle by pausing the video frequently and actively increasing “wait time” (pausing for 3–5 seconds after asking a question) to allow pupils adequate time to process the visual input and formulate a response.
  • If Technology is Limited: If internet access fails or devices are unavailable, replace the digital video and Wizer.me platform with a large physical poster of the water cycle. Pupils can record their findings on a printed graphic organizer divided into three simple columns (See, Think, Wonder) or use sticky notes to physically place their observations and questions directly onto the poster.

Reflection Routine

  • “I used to think… Now I think…”: This Harvard Project Zero thinking routine is excellent for post-lesson reflection. Pupils reflect on how their understanding of the water cycle has changed as a result of the visual analysis and deeper discussion.
  • Quick Self-Assessment: To further stimulate curiosity and consolidate the “Wonder” phase, pupils can also complete a simple exit prompt such as, “Today I learned…” or “I still wonder…”.

Scenario 1 - Expected Outcomes

  • Pupils will demonstrate a clear understanding of the water cycle stages.
  • Pupils will use the target language to describe natural processes, successfully practicing the transition from everyday conversational language (BICS) to Cognitive Academic Language Proficiency (CALP).
  • Pupils will practice inquiry-based learning and collaborative reflection.
  • Pupils will successfully organize their observations, interpretations, and questions using a digital worksheet, effectively turning their natural curiosity into structured academic knowledge.

Scenario 1 - Ideas for Worksheets

Worksheet 1- Curiosity Board

Tool

Wizer.me (for an interactive, structured digital worksheet) or Padlet (for a collaborative, shared class board). Wizer.me is highly recommended as it allows the mentor to embed pre-filled sentence starters and audio options to support learners. You can find an example in PDF.

Activity Description

This is an inquiry-focused activity designed for the final “Wonder” phase of the Harvard Project Zero routine. Pupils review their previous observations and scientific interpretations of the water cycle and use them to formulate questions. Using the provided digital worksheet, pupils are tasked with generating and recording at least four structured questions to turn their natural curiosity into formal academic inquiry.

Content

The worksheet features a visual reference of the water cycle and is divided into sections with specific academic question starters to guide the pupils (e.g., “What would happen if…?”, “I am curious about…”, “I wonder why…”). It includes designated spaces for pupils to write their four questions: two questions focusing on direct visual observations and two questions focusing on their scientific interpretations.

Language Focus

The primary focus is on practicing interrogative sentence structures and transitioning from everyday conversational language (BICS) to Cognitive Academic Language Proficiency (CALP). Pupils practice inquiry-based language and are encouraged to integrate specific scientific “brick” vocabulary (e.g., evaporation, condensation, precipitation) into their formulated questions.

Worksheet 2 - Fact-Check the Raindrop

Tool

Google Docs, Microsoft Word Online, or Wizer.me (for a shared or individual digital document where pupils can highlight and edit text). The mentor will also use a generative AI tool (like ChatGPT or MagicSchool.ai) prior to the lesson to quickly generate the initial text. Here you have an example in PDF.

Activity Description

In this critical thinking activity, pupils act as “Science Detectives”. They are presented with a digital document containing a short paragraph about a raindrop’s journey. The catch is that the mentor has used an AI tool to deliberately insert 2–3 scientific errors or overly conversational language into the text. Pupils must read the text, highlight the errors or informal phrases, and rewrite the sentences to be scientifically accurate.

Content

A short, simple AI-generated paragraph describing the water cycle from the perspective of a raindrop. The text contains embedded conversational language (BICS) or factual inaccuracies (e.g., saying “the water disappeared into the sky” or “the cloud started crying” instead of using proper scientific terms).

Language Focus

The primary focus is on error correction, metalinguistic awareness, and explicitly practicing the transition from Basic Interpersonal Communicative Skills (BICS) to Cognitive Academic Language Proficiency (CALP). Pupils focus on replacing everyday descriptive words with targeted scientific “brick” vocabulary (e.g., replacing “disappeared” with evaporated, or “crying” with precipitation) to build a formal academic register.

Worksheet 3 - The Water Cycle Storyboard

Tool

Canva or Genially (for creating highly visual, digital comic strips, storyboards, or infographics). You can find an example in PDF here.

Activity Description

In this transmodal sequencing activity, pupils use a digital design platform to create a visual storyboard or comic strip that illustrates the water cycle. Pupils organize and sequence images into distinct panels to represent the chronological progression of the cycle. Beneath or alongside each image panel, they are tasked with writing short captions to explain the scientific processes occurring during each phase.

Content

A sequenced visual narrative of the water cycle focusing on the transition between states of matter, specifically illustrating evaporation, condensation, and precipitation. The digital template includes a provided “word bank” of academic connecting words for the pupils to use in their captions.

Language Focus

The primary focus is on transmodal sequencing—the ability to translate visual sequences into structured, written academic language. Pupils practice developing Cognitive Academic Language Proficiency (CALP) by moving beyond simple descriptive sentences and utilizing formal academic connecting words (e.g., Initially, Subsequently, As a result) to establish chronological and causal relationships between the scientific stages.

Scenario 2: Digital Rules – Focus: Reading and interpreting AI-adapted scientific texts

Target Age Group

11–14 years

Estimated Duration

60 minutes

Scenario Summary

Pupils compare and contrast animal and plant cells. To reduce cognitive load, the mentor uses AI platforms (such as Diffit) to adapt authentic science texts to the pupils’ exact language proficiency level. Pupils then work in pairs to draw and digitally label diagrams of cells using target language vocabulary.

Scenario 2 - Learning Objectives

Linguistic Objectives (BICS/CALP)

  • To read and interpret AI-adapted scientific texts about cell biology, successfully accessing rigorous grade-level content while developing Cognitive Academic Language Proficiency (CALP).
  • To identify and correctly utilize subject-specific “brick” vocabulary (e.g., chloroplast, cell membrane, nucleus) alongside academic “mortar” words.
  • To compare and contrast complex biological structures (animal vs. plant cells) using appropriate academic connecting words (e.g., however, similarly, whereas).
  • To practice translanguaging by using the mother tongue (L1) to decode complex subject matter with a partner before producing the final academic output in the target language.

Digital Objectives

  • To interact with and navigate AI-generated, differentiated reading passages (such as those generated by Diffit) to access scientific information tailored to their exact Lexile level.
  • To create and digitally label diagrams of animal and plant cells, utilizing transmodal composing to shift information from dense written text into a structured visual format.
  • To collaborate on shared digital canvases or interactive platforms (e.g., Canva, Genially, or Wizer.me) to consolidate visual and textual information.

Personal/Social Objectives

  • To collaborate effectively in pairs by utilizing a “driver/navigator” approach, sharing responsibilities to ensure equitable participation and mutual scaffolding.
  • To build academic resilience and a positive “science identity” by successfully navigating complex STEM concepts through manageable, highly scaffolded steps.
  • To support peers through “productive struggle,” working together to clarify misunde

Scenario 2 - Digital Tools and Materials

Canva Diffit (AI Text Adapter)

Used by the mentor to automatically adjust authentic, grade-level science texts about cell biology to the exact reading and language proficiency levels of the pupils. This removes the decoding barrier while keeping the scientific rigor, and automatically generates tailored resources like bilingual vocabulary lists and leveled comprehension questions.

Genially or Canva (Digital Design Platforms)

Used by pupil pairs to engage in “transmodal composing” by creating, drawing, and digitally labeling interactive diagrams or infographics of animal and plant cells. Pupils work collaboratively using a “driver/navigator” approach to share the cognitive load.

Wizer.me (Interactive Worksheets)

Provides a digital space for interactive labeling of cell diagrams. The mentor can embed pre-filled academic sentence starters (e.g., “Whereas an animal cell has…”, “Similarly, a plant cell…”) to actively scaffold the pupils’ transition into writing comparative academic language.

ConceptViz / Digital Venn Diagrams

Used to visually compare and contrast the complex biological structures of plant and animal cells (e.g., identifying that plant cells have rigid cell walls and chloroplasts, whereas animal cells have flexible membranes) side-by-side.

Original Scientific Text/Textbook

Used as the baseline material so pupils can critically compare the AI-simplified text generated by Diffit with the original academic register, helping them notice how scientific language is structured (e.g., nominalization).

Scenario 2 - Step-by-Step Implementation

Opening Phase (Warm-up) [10 minutes]

  • Objective: To activate prior knowledge about biological structures, introduce the overarching topic of plant and animal cells, and reduce the initial cognitive load of the subject matter.
  • The mentor introduces the concept of cells using highly visual, unlabelled diagrams or a short introductory animation. Pupils are asked to observe the shapes and prompt initial ideas about what might make a plant different from an animal at a microscopic level.
  • The mentor establishes the learning context and distributes the reading materials. Crucially, prior to the lesson, the mentor has used the AI tool Diffit to adapt authentic, dense textbook passages into different Lexile ranges so that they are ready for distribution.
  • The mentor uses the AI-differentiated texts, ensuring that Level 1 learners receive simplified sentence structures and parenthetical definitions for complex terms, while Level 3 learners engage with texts closer to the original academic material.

Core Learning Phase [e.g., 25–35 minutes]

  • Objective: To read and interpret the scaffolded scientific texts and engage in transmodal output by creating digitally labeled cell diagrams.
  • Activities:
    • Reading and Decoding: Pupils read their assigned, leveled Diffit texts about cell biology. They identify key structural features, such as the rigid cell wall, chloroplasts, and large central vacuole in plant cells, versus the flexible cell membrane, centrioles, and smaller vacuoles in animal cells.
    • Transmodal Composing: Working in pairs, pupils use a “driver/navigator” collaborative approach to draw, design, and digitally label diagrams of the cells using a platform like Canva or Genially.
  • The mentor actively circulates, ensuring that the driver/navigator roles are shared equitably so that the cognitive and technical load is distributed. The mentor encourages translanguaging, allowing pupils with lower host-language proficiency to negotiate the scientific concepts in their mother tongue before labeling the digital diagram in the target language.
  • Pupils utilize digital visualizers and design canvases to shift their understanding from dense written text into a structured, visual format.

Closing Phase & Formative Assessment [e.g., 10 minutes]

  • Objective: To explicitly reflect on the linguistic structures of the academic science register (CALP) and formally assess conceptual understanding.
  • Comparing Registers. The mentor guides a whole-class reflection where pupils critically compare their AI-simplified Diffit texts with the original, unadapted textbook version. Together, they identify specific linguistic features of academic writing, such as the process of nominalization (e.g., noticing how the simple action phrase “The plant makes food” is transformed into the academic noun “photosynthesis”).
  • The mentor facilitates this linguistic comparison, explicitly showing pupils how academic “mortar” words and “brick” vocabulary work together to build scientific arguments. The mentor formatively assesses the pupils’ conceptual mastery by reviewing their collaboratively labeled digital cell diagrams.
  • Digital Integration: The interactive labeled diagrams (and comparative Venn diagrams if used) are submitted or presented via the shared digital platform.

Scenario 2 - Teacher Notes

Adaptation Notes

  • Supporting Lower Language Proficiency: Ensure that pupils with lower host-language proficiency are actively utilizing the bilingual vocabulary lists generated by Diffit. During the digital design phase, encourage them to take on the “navigator” role, where they can verbally guide the design and negotiate meaning in their mother tongue (translanguaging), while their partner acts as the “driver” to input the target academic language labels.
  • Extensions for Confident Learners: Challenge more advanced pupils by providing them with the original, unadapted textbook passage earlier in the lesson. Ask them to write a short comparative paragraph beneath their digital diagram, synthesizing their findings using advanced academic “mortar” words (e.g., “While the plant cell is characterized by… the animal cell lacks…”) instead of relying solely on the provided sentence frames.
  • Handling Common Challenges (Managing Cognitive Load): A frequent challenge during “transmodal composing” (shifting from text to digital drawing) is that pupils may focus too heavily on the aesthetic design of the diagram, draining their working memory and time. The mentor must actively manage this extraneous cognitive load by setting strict time limits for the drawing phase or providing pre-drawn, blank cell templates in Canva/Genially so pupils can focus their cognitive effort (germane load) entirely on accurate labeling and scientific sensemaking.
  • If Technology is Limited: If internet access fails and Diffit or Canva cannot be used, the mentor should have pre-printed, leveled versions of the text ready. The transmodal activity can be completed offline by having pupils draw and label their cell diagrams on large A3 poster paper using markers, and the comparative whole-class reflection can be done using a large physical Venn diagram drawn on the chalkboard.

Reflection Routine

“Parts, Purposes, Complexities”: This Harvard Project Zero thinking routine is ideal for biology and systems thinking. After completing their diagrams, pupils reflect on the cell as a complex system:

  • Parts: What are the different pieces of the cell?
  • Purposes: What does each organelle do?
  • Complexities: How do these parts work together to keep the cell (and the plant/animal) alive, and what would happen if a part (like the cell wall) was missing?

Scenario 2 - Expected Outcomes

  • Pupils will successfully identify and demonstrate an understanding of the structural differences between plant and animal cells.
  • Pupils will be able to access and extract key information from rigorous STEM texts that have been AI-adapted to their specific reading level, thereby building their Cognitive Academic Language Proficiency (CALP) without being blocked by decoding barriers.
  • Pupils will successfully engage in transmodal composing, transforming dense written information into structured, visually labeled digital diagrams.
  • Pupils will recognize the structural differences between everyday language (BICS) and the formal academic science register (CALP), such as the use of nominalization.

Scenario 2 - Ideas for Worksheets

Worksheet 1 - Organelle Job Application

Tool

Canva or Genially (to provide visually appealing, authentic-looking CV/Resume templates that pupils can digitally edit). Alternatively, Wizer.me or Google Docs can be used if the mentor prefers a more traditional, text-based interactive worksheet with embedded audio instructions or text boxes.

Activity Description

This activity leverages the pedagogical strategy of role-playing, which is highly effective because it allows pupils to experience and practice responses in a simulated, engaging context, thereby reducing the anxiety of producing target language output. In this specific exercise, pupils select (or are assigned) a specific cell organelle—such as the mitochondrion, the nucleus, the chloroplast, or the cell membrane. They must step into the “persona” of this organelle and “apply” for their position within the cell. To complete the application successfully, pupils must critically process the scientific information they learned from their AI-adapted reading texts and creatively translate the biological functions of their organelle into professional workplace “skills” and “daily tasks”. To extend the activity, the mentor could pair pupils up to conduct short mock interviews where they verbally defend their applications.

Content

The digital worksheet is designed to mimic the structure of an authentic, professional CV or job application form. It is divided into distinct sections that the pupils must complete from the first-person perspective of their organelle:

  • Professional Summary/Objective: A brief “pitch” explaining why they are essential to the survival of the cell.
  • Key Skills: A bulleted list of their specific biological capabilities (e.g., “Expert in energy conversion,” “Highly skilled in semi-permeable border control”).
  • Daily Responsibilities: A detailed description of how they interact with other organelles and what their day-to-day “job” looks like inside the cell system.
  • Academic Scaffolding: To support the pupils, the template includes specific, pre-filled sentence frames to guide their writing (e.g., “I am highly qualified for controlling the cell because…”, “My primary function within this system is to…”, “Without my contributions, the cell would…”).

Language Focus

The primary focus of this worksheet is explicitly practicing the transition from everyday conversational language (BICS) to formal Cognitive Academic Language Proficiency (CALP). Because CVs and job applications inherently require a formal, professional register, pupils are forced to abandon casual language and instead deploy precise scientific “brick” vocabulary alongside academic “mortar” connecting words. Furthermore, this activity naturally encourages nominalization—a key feature of academic science writing where action clauses are turned into noun groups. For example, the mentor can guide pupils to shift from writing “I protect the cell” (casual action) to listing “Cellular protection” (academic noun) under their CV’s skills section.

Worksheet 2 - The Cell City Analogy Map

Tool

Wizer.me is the ideal platform for this activity because it allows the mentor to create interactive matching exercises where pupils can digitally draw lines between images. It also seamlessly integrates open-ended text boxes and audio recording features for the justification phase, alongside the ability to embed immediate feedback. An example in PDF here. https://drive.google.com/file/d/1qYvp5UoCJUaMQCzz0Kc1-TCxI7HjPzCK/view?usp=sharing

Activity Description

This activity utilizes analogical mapping, a highly effective pedagogical strategy for teaching abstract scientific concepts. By connecting unfamiliar, microscopic biological structures to the familiar, macroscopic workings of a city, the mentor significantly reduces the students’ cognitive load. In the first phase of the activity, pupils interact with the digital worksheet to visually map relationships by drawing lines between a city structure (the familiar concept) and a cell organelle (the target academic concept). In the second phase, pupils must move beyond simply matching items; they are required to synthesize their learning by constructing formal, written arguments that justify why they made those specific connections, relying on the functional similarities of the structures.

Content

The digital worksheet is divided into two distinct interaction zones:

  • The Interactive Visual Map: A side-by-side graphic featuring a stylized, unlabelled map of a city on the left and a diagram of a cell on the right. Pupils use the matching tool to draw lines connecting analogous structures (e.g., matching the Mitochondria to the Power Plant, the Nucleus to City Hall, the Cell Membrane to the City Border/Gates, and the Vacuole to the Water Tower or Storage Warehouse).
  • The Academic Justification Section: Below the visual map, pupils find a series of text boxes equipped with highly structured academic sentence frames. Pupils must select at least three of their matched pairs and complete the frames to explain the biological function in relation to the city function (e.g., “I matched the [organelle] to the [city structure] because both systems share the purpose of…” or “The nucleus functions similarly to City Hall because it regulates…”)

Language Focus

The primary linguistic focus of this worksheet is mastering comparative language and justification structures, which are cornerstones of Cognitive Academic Language Proficiency (CALP). This activity explicitly bridges everyday language and the academic register by requiring pupils to transition from using Basic Interpersonal Communicative Skills (BICS) vocabulary (e.g., city, power, wall) to formal scientific “brick” vocabulary (e.g., mitochondria, energy conversion, cell membrane, semi-permeable). Furthermore, the sentence frames force pupils to employ academic “mortar” words—such as similarly, whereas regulates, functions as, and consequently—to build logically sound, complex sentences that demonstrate true scientific reasoning.

Worksheet 3 - The Organelle Failure Predictor

Tool

Wizer.me (for an interactive digital worksheet that can include audio prompts and automated feedback) or Canva (to use a visual cause-and-effect graphic organizer like a Fishbone diagram). We have prepared an example in PDF.

Activity Description

In this activity, pupils transition from basic memorization (Lower-Order Thinking Skills) to complex systems analysis (Higher-Order Thinking Skills). Based on the Harvard Project Zero thinking routine “Parts, Purposes, Complexities”, pupils act as cellular biologists responding to a “biological emergency.” They are presented with hypothetical scenarios where a specific, crucial cell organelle (such as the mitochondria, chloroplast, or cell membrane) suddenly malfunctions, goes missing, or shuts down. Pupils must analyze the cell as an interconnected system and logically predict both the immediate and long-term consequences of this failure on the cell’s survival.

Content

The digital worksheet features 3 to 4 short “emergency” case studies (e.g., “The Power Outage: Mitochondria Failure” or “The Broken Wall: Cell Wall Collapse”).

  • Visual Mapping: It includes a cause-and-effect graphic organizer where pupils can briefly jot down or sketch the chain reaction of the organelle failing.
  • Academic Scaffolding: Below the visual map, the worksheet provides highly structured academic sentence frames to guide their written diagnosis (e.g., “If the [organelle] fails, the [plant/animal] cell will…”, “Because the [organelle] cannot [function]…,” “As a result,…”, “Consequently, the entire system…”).

Language Focus

The primary linguistic focus of this worksheet is the mastery of conditional clauses (If/Then structures) and cause-and-effect reasoning, which are highly demanding but essential elements of Cognitive Academic Language Proficiency (CALP). This activity requires pupils to construct complex, multi-clause sentences. They must actively combine subject-specific “brick” vocabulary (e.g., photosynthesis, glucose, energy production) with academic “mortar” words of causality (e.g., consequently, therefore, as a result, leads to) to articulate formal scientific predictions and justifications.

Scenario 3: The Digital Maths Quest - Focus: Recognizing, creating, and explaining number patterns and geometry using academic vocabulary

Target Age Group

7–10 years

Estimated Duration

45 minutes

Scenario Summary

Pupils log into gamified mathematics applications (such as Matific) to solve problems using visual storytelling rather than text-heavy instructions. The mentor asks pupils to verbally explain the patterns they discover.

Learning Objectives

Linguistic Objectives (BICS/CALP)

  • To recognise and correctly use academic vocabulary related to geometry and number patterns (CALP).
  • To explain verbally the mathematical patterns and logical sequences discovered during the digital quest.
  • To practice mathematical reasoning in the target language by relying on visual storytelling, which minimizes the initial language threshold and reduces the cognitive load of decoding text.

Digital Objectives

  • To navigate and interact with gamified mathematics applications (such as Matific) to solve problems.
  • To engage with transmodal digital environments that use branching pathways and visual cues rather than text-heavy instructions to present academic content.

Personal/Social Objectives

  • To foster problem-solving skills and logical ordering in a low-stakes, highly engaging digital environment.
  • To build a positive “math identity” by allowing pupils to see themselves as capable participants within a mathematical narrative or quest.
  • To develop academic resilience by engaging in “productive struggle” through manageable, digitally segmented challenges.

Digital Tools and Materials

Tool / Material Purpose / Notes on Use
Matific (Gamified Mathematics Platform) The core platform for the “Digital Maths Quest.” Pupils use it to explore geometry and number patterns through interactive, visual storytelling and discovery-based learning rather than dense text. It provides intuitive variations, a 3-step wrong-answer sequence, and immediate feedback, allowing pupils to engage in “productive struggle” and build their math identity without language barriers causing failure.
Wizer.me (Interactive Worksheets) Used to bridge the gap between solving the visual math problems and developing Cognitive Academic Language Proficiency (CALP). The mentor provides digital worksheets where pupils use pre-filled sentence starters to explain the patterns and logical sequences they discovered during their quest.
Diffit (AI Text Adapter) Used by the mentor to level authentic, text-heavy mathematical word problems or textbook explanations. Pupils compare these AI-simplified texts with the original academic materials to reflect on how mathematical language is structured.
Genially (Digital Infographics) Used by pupils as a transmodal scaffolding tool to visually map out and explain the geometric structures or number patterns they have learned, transforming their conceptual understanding into a structured visual format with key academic vocabulary.

Step-by-Step Implementation

Opening Phase (Warm-up) [10 minutes]

  • Objective: To activate prior knowledge, reduce extraneous cognitive load, and introduce mathematical concepts (patterns or geometry) visually rather than through dense text.
  • The mentor displays a visual sequence or a geometric puzzle on an interactive whiteboard using a Genially infographic. Pupils are asked to observe the shapes or numbers and predict what comes next.
  • The mentor guides the progression from concrete to abstract. By introducing the topic with a highly visual, low-fidelity environment before moving to more complex problems, the mentor ensures that the initial language threshold remains low. The mentor models essential academic “brick” words (e.g., sequence, triangle, increase) so pupils can begin connecting visuals to target language vocabulary.
  • The mentor uses Genially to present the visual hook. Additionally, the mentor may share a short, introductory math problem that has been adapted to the pupils’ exact reading level using Diffit, allowing learners to compare the simplified text with the visual puzzle.

Core Learning Phase [35 minutes]

  • Objective: To engage in mathematical problem-solving, recognize patterns, and foster academic resilience through “productive struggle” in a gamified environment.
  • Pupils log into the Matific platform and engage with assigned episodes (typically spanning 5 to 15 minutes each). They explore geometry and number patterns through interactive, visual storytelling and discovery-based tasks.
  • The mentor steps back to allow pupils to take ownership of the task but circulates to monitor “germane load” (productive learning effort). The mentor encourages students to experiment in the hands-on environment and cultivate natural curiosity. If pupils encounter difficulties, the mentor allows Matific’s built-in “3-step wrong answer sequence” to provide just-in-time, illustrated suggestions before intervening verbally. The mentor also encourages “translanguaging,” allowing pupils to discuss the mathematical logic with peers in their home language.
  • Pupils actively use Matific to solve problems. Because the platform relies on visual cues and interactive meta-games rather than heavy text, the language barrier is bypassed, allowing students to demonstrate their true cognitive abilities.

Closing Phase & Formative Assessment [10 minutes]

  • Objective: To translate the visual and conceptual mathematical understanding achieved in the game into structured Cognitive Academic Language Proficiency (CALP).
  • Pupils transition from the gamified platform to a digital worksheet on Wizer.me. They are tasked with explaining the mathematical rule or pattern they just solved. They use provided academic sentence starters (e.g., “First, I noticed that the pattern…”, “The sequence increases by… therefore the next number is…”).
  • The mentor facilitates the shift from intuitive problem-solving to formal academic reasoning. The mentor formatively assesses the pupils’ learning by reviewing their submitted Wizer.me worksheets, checking for the correct application of both the mathematical concepts and the target academic vocabulary. The mentor also praises their problem-solving efforts to help build a positive “math identity.”
  • Wizer.me is used as the interactive formative assessment tool, providing a structured digital space equipped with text, audio, or visual scaffolds where pupils can confidently produce their final academic output.

Teacher Notes

Adaptation Notes

  • Supporting Lower Language Proficiency: Rely heavily on signaling and dual coding. Because Matific minimizes the initial language threshold by embedding instructions in visual stories, pupils can engage with the math before needing the host language. Encourage translanguaging by pairing pupils with shared home languages during the gameplay so they can negotiate the mathematical logic together before moving to the written explanation phase.
  • Extensions for Confident Learners: Challenge advanced learners to move beyond the provided sentence frames in Wizer.me. Ask them to use Genially to design their own interactive infographic that teaches the mathematical pattern they just learned to a peer, requiring them to independently deploy advanced academic “mortar” words and “brick” vocabulary.
  • Handling Common Challenges (Managing Cognitive Load): To manage the ‘germane load’ (productive learning effort), do not step in immediately when a pupil makes a mistake. Instead, rely on Matific’s just-in-time intervention, which provides a 3-step wrong-answer sequence of illustrated suggestions to guide them through productive struggle. For the written portion, provide partial worked examples—start them off with only one missing step in their explanation, gradually fading support as their competence grows.
  • If Technology is Limited: If the digital platforms are unavailable, recreate the visual discovery process using physical math manipulatives (e.g., base-ten blocks, pattern blocks, or geometric tiles). Pupils can physically build the patterns and use paper-based graphic organizers to write out their “First I noticed… Therefore…” academic explanations.

Reflection Routine

“Claim, Support, Question”: This Harvard Project Zero thinking routine is highly recommended for mathematical reasoning. After the Wizer.me activity, the mentor guides the pupils through this routine to solidify their CALP:

  • Claim: Make a statement about the mathematical rule or pattern discovered (e.g., “I claim that the sequence goes up by odd numbers.”)
  • Support: Provide evidence from the gamified quest or the visual shapes to back up the claim (e.g., “I know this because the first shape added 3 blocks, and the next added 5 blocks.”)
  • Question: Formulate a question to extend the learning (e.g., “I wonder what the 10th shape in this pattern would look like?”)

Expected Outcomes

  • Pupils will successfully recognise, solve, and create geometric and number patterns.
  • Pupils will successfully transition from visual, intuitive problem-solving into structured academic reasoning, using targeted Cognitive Academic Language Proficiency (CALP) to explain their mathematical logic verbally and in writing.
  • Pupils will build a positive math identity and academic resilience by navigating complex concepts through “productive struggle” in a low-stakes, gamified digital environment.
  • Pupils will interact confidently with digital tools (Matific, Wizer.me, Genially) to both consume and produce structured academic knowledge.

Ideas for Worksheets

Worksheet 1 - Pattern Predictor & Explainer

Tool

Using Wizer.me or Google Slides is highly strategic here because these tools seamlessly integrate multimedia. By allowing pupils to upload a direct screenshot of their Matific gameplay, the tool acts as a visual anchor. This eliminates the extraneous cognitive load of having to rely on working memory to recall the exact shapes or numbers from the game, allowing the learner to focus their entire mental effort (germane load) on mathematical reasoning and language production. Wizer.me also allows the mentor to embed audio instructions or hints to further support learners with lower reading proficiency. An example in PDF here.

Activity Description

This activity is designed to bridge the gap between gamified, visual learning and formal academic reasoning. Gamified platforms like Matific are excellent at encouraging “productive struggle” through trial and error, as they rely on intuitive visual storytelling rather than text-heavy instructions. However, to build true Cognitive Academic Language Proficiency (CALP), pupils must translate that visual logic into words. By taking a screenshot of a puzzle they initially failed but eventually solved, pupils capture a moment of personal victory. They must then visually predict the next step in the pattern and explicitly write out the rule they discovered.

Content

The digital workspace is deliberately structured to manage cognitive load. It features:

A visual zone: The uploaded screenshot to ground their thinking.

  • The Math Explanation Scaffold: Pre-filled academic sentence frames (e.g., “First, I noticed that the pattern…”, “The sequence increases by…”) that act as “completion tasks.” Completion problems reduce mental effort by giving learners the starting steps, requiring them only to supply the missing logic and “brick” vocabulary.
  • The Metacognitive Scaffold: Frames that help them articulate their problem-solving journey (e.g., “First I tried…, but I realised…, so finally I solved it by…”).

Language Focus

The primary linguistic goal is the mastery of sequential connecting words and the transition from Basic Interpersonal Communicative Skills (BICS) to CALP. Pupils must practice organizing their thoughts chronologically and causally using “mortar” words (e.g., first, next, therefore, as a result) to connect specific mathematical “brick” words (e.g., sequence, geometry, increase). This exercise builds their capacity to construct formal, multi-step explanations.

Worksheet 2 - Claim, Support, Question Math Log

Tool

Wizer.me, Padlet, or Google Jamboard are ideal because they provide interactive, shared spaces. Using a collaborative board like Padlet allows pupils to view their peers’ claims and evidence. Engaging collectively in digital environments allows learners to take advantage of varying perspectives, which can lead to better problem-solving outcomes and the co-construction of knowledge. Example in PDF.

Activity Description

This activity utilizes the “Claim, Support, Question” thinking routine from Harvard Project Zero, which is specifically designed to help students present claims, justifications, and questions. It empowers English learners to take on an active, agentive role in their mathematical problem-solving. Instead of just finding the “right answer,” pupils must act as mathematicians who formally prove a concept. The mentor guides them to make a definitive statement about a pattern, back it up with evidence from their gameplay, and formulate a follow-up inquiry to extend the learning.

Content

The digital worksheet is cleanly divided into three distinct, structured sections to prevent cognitive overload:

  • Claim: Pupils must write a clear, declarative mathematical rule (e.g., “I claim that the pattern is…”).
  • Support: Pupils provide explicit evidence to prove their claim (e.g., “I know this because the first shape had… and the next shape…”).
  • Question: Pupils formulate an inquiry to demonstrate higher-order thinking (e.g., “I wonder what the 20th shape in this pattern would be?”).

Language Focus

This worksheet explicitly targets argumentative and evidentiary language. It pushes pupils away from simple, conversational descriptions and forces them to build logical proofs using academic “mortar” words. By practicing phrases like “I know this because…” and “The evidence shows…”, pupils develop the specific academic register required to participate in rigorous mathematical discourse and justify their reasoning.

Worksheet 3 - Be the Game Designer

Tool

Genially or Canva are powerful here because they allow for the creation of interactive, visually rich content like digital games, quizzes, and infographics. These tools allow students to integrate animations, clickable buttons, and diverse layouts, moving beyond traditional text to create an engaging experience for their peers. Example in PDF.

Activity Description

This activity represents the highest level of learning: transfer and creation. Pupils transition from being consumers of the Matific game to becoming the game designers. They are tasked with designing a brand-new geometric or number pattern that could serve as a new level in the game. To do this successfully, they must deeply understand the mathematical structure of patterns. Furthermore, they must anticipate where a peer might make a mistake and write a specific “Hint” to guide them, placing the pupil in the role of the teacher.

Content

The design canvas requires pupils to synthesize multiple elements:

  • The Visual Challenge: Drawing or assembling the mathematical pattern.
  • The Logic Trap (Multiple Choice): Creating one correct answer and two plausible distractors. Designing plausible distractors requires a deep conceptual understanding of common mathematical errors.
  • The Instructional Hint: A specific text box where the pupil writes out the feedback the game should give if the player gets the answer wrong.

Language Focus

The linguistic focus shifts entirely to instructional and precise mathematical language. By writing a hint for a peer, pupils must deploy exact mathematical “brick” vocabulary and imperative verbs (e.g., “Count the sides of the second shape,” “Notice how the number increases”). This activity solidifies their formal academic register and actively builds their “math identity” by positioning them as capable, authoritative experts within the mathematical community.

3. FORMATIVE ASSESSMENT STRATEGY

Assessment within this module (and the wider TELMS methodology) is strictly formative, informal, and low-pressure. The goal is to collect detailed information to improve instruction while learning is happening, rather than assigning grades, which helps lower anxiety and hesitation for migrant pupils.

3.1 Observation

In Module 3, the mentor conducts ongoing, structured, and informal observations while pupils engage with the digital tools and scientific/mathematical content. Because this module focuses heavily on managing cognitive load and transitioning to Cognitive Academic Language Proficiency (CALP), the mentor’s observations are highly targeted.

What specific behaviours or moments does the mentor look for?

  • Language Use (Progressing from BICS to CALP): The mentor actively listens to pair and group discussions to see if pupils are successfully integrating academic “brick” words (e.g., evaporation, photosynthesis, sequence) and “mortar” connecting words (e.g., because, therefore, similarly) rather than relying on everyday conversational language. They also observe how pupils use their home language (translanguaging) to negotiate meaning before producing the target language.
  • Interaction and Collaboration with Peers: During collaborative tasks, such as the “driver/navigator” approach used for designing cell diagrams in Canva or Genially, the mentor observes how equitably roles are shared. They watch to ensure that language barriers do not prevent a pupil from actively participating in the scientific sensemaking process.
  • Engagement and Managing Cognitive Load: The mentor closely watches how pupils interact with digital tools (like Matific or Wizer.me) to monitor their cognitive load. For example, the mentor observes whether a pupil is engaging in healthy “productive struggle” with a math pattern, or if they are experiencing extraneous cognitive overload (e.g., getting too distracted by the aesthetic design features of a digital infographic rather than focusing on the academic content).

How are observations recorded (informally)? Observations are not formally graded but are recorded informally using anecdotal notes or a simple printed/digital observation checklist kept on a clipboard or tablet. The mentor jots down specific moments of conceptual breakthrough, recurring language errors, or struggles with the digital interface. These real-time notes allow the mentor to provide immediate, just-in-time verbal feedback and help them decide whether to increase or fade the scaffolding in the following activity

3.2 Exit Questions and Self-Reflection

In Module 3, exit questions and self-reflection routines are utilized at the end of each scenario as a core formative assessment strategy. These tools provide timely and effective feedback, allowing pupils to quickly assess their own learning while giving the mentor insight into their progress without the pressure of formal testing.

Specific Exit Questions and Self-Reflection Prompts Instead of traditional grading, the mentor uses scaffolded prompts and thinking routines tailored to the specific content and cognitive demands of each scenario to foster metacognitive awareness:

  • Scenario 1 (See, Think, Wonder: The Water Cycle): To conclude their inquiry, pupils might use the “I used to think… Now I think…” routine to articulate how their understanding of the scientific processes has changed after the lesson. The mentor can also use simple, scaffolded exit prompts such as “Today I learned…” or “I still wonder…” to quickly gauge their conceptual grasp and lingering curiosity.
  • Scenario 2 (Journey Inside the Cell): After collaboratively building their digital cell diagrams, pupils reflect on both their scientific understanding and their teamwork. A prompt like “Two stars and one wish” allows pupils to reflect on two things they did well during the transmodal group work and one area they need to improve.
  • Scenario 3 (The Digital Maths Quest): Because this scenario relies on trial and error in a gamified platform, pupils engage in metacognitive reflection regarding their “productive struggle.” Using a digital worksheet, they reflect on a challenging level they solved using the scaffolded prompt: “First I tried…, but I realised…, so finally I solved it by…”.

How the Mentor Uses the Responses These brief, low-stakes reflections allow the mentor to check for understanding and evaluate the effectiveness of the language scaffolding and digital tools used.

By reviewing the exit tickets and reflection logs, the mentor can:

  • Identify Misconceptions: Quickly spot if a pupil has misunderstood a core scientific or mathematical concept based on their final claim or “wondering”.
  • Assess Cognitive Load: Determine if the task was appropriately balanced. For example, if a pupil notes in their reflection that the activity was “difficult because…” of the vocabulary, the mentor knows to increase the BICS/CALP scaffolding.
  • Guide Subsequent Sessions: Use the data to make iterative adjustments to future lessons, deciding whether to move forward, reteach a concept, or modify the digital tools to better meet the pupils’ linguistic and emotional needs.

3.3 Peer Assessment

In Module 3, peer assessment is utilized not to grade one another, but to co-construct scientific and mathematical knowledge and practice Cognitive Academic Language Proficiency (CALP) in a collaborative, low-stakes environment. By evaluating each other’s work, pupils reinforce their own understanding of the academic content while developing vital social and communication skills.

Specific Peer-Assessment Activities in Module 3 Peer assessment is integrated dynamically across the three scenarios to encourage active engagement:

  • Scenario 1 (See, Think, Wonder: The Water Cycle): If pupils complete the “Water Cycle Storyboard,” the mentor can facilitate a digital gallery walk. Pupils review their peers’ visual sequences and provide guided feedback using simple, structured sentence starters provided by the mentor (e.g., “I like your storyboard because…”, “Your explanation of evaporation was good because…”).
  • Scenario 2 (Journey Inside the Cell): Peer assessment is continuous and immediate during the “driver/navigator” transmodal composing activity. As pairs collaboratively build their digital cell diagrams in Canva or Genially, they must assess and guide their partner’s understanding of organelles. They are encouraged to use their home language (translanguaging) to negotiate meaning and correct each other’s scientific logic before finalizing the formal academic labels in the target language.
  • Scenario 3 (The Digital Maths Quest): In the “Be the Game Designer” extension activity, peer assessment becomes the core mechanism of learning. Pupils create a mathematical pattern challenge for their peers. When a classmate attempts to solve the created level and makes a mistake, the peer designer must evaluate where they went wrong and provide the academic “Hint” they wrote to guide them to the correct answer.

How it Fosters Collaborative Learning and a Supportive Environment

  • Reduces the Affective Filter: By using guided, highly structured feedback protocols (like “I like…” and “Good because…”), the mentor ensures that peer assessment remains entirely positive and constructive. This reduces the anxiety (affective filter) often associated with producing academic language.
  • Shifts the Power Dynamic: Peer assessment decenters the mentor as the sole source of knowledge. It empowers English learners to view themselves and their peers as capable mathematicians and scientists, building a sense of agency and a positive academic identity.
  • Pools Linguistic Resources: It encourages pupils to view their diversity and multilingualism as collaborative resources, allowing them to pool their linguistic abilities to solve complex STEM tasks together rather than competing against one another.

3.4 Mentor Reflection

In Module 3, the formative assessment strategy concludes with Mentor Reflection, which is a critical practice for evaluating the overall effectiveness of the lesson, the digital tools, and the language scaffolding provided. After completing each scenario, the mentor fills out a structured “Teacher Reflection Form” (found in Annex 4 of the Methodological Guidelines) to critically review the session.

Key Areas of Reflection This reflective practice focuses on three core areas to inform the ongoing delivery of the module:

  • Effectiveness of AI and Digital Tools: The mentor evaluates whether the integrated tools (e.g., Matific, Diffit, Wizer.me, Genially) successfully supported the learning objectives and were accessible to the pupils. They assess whether the tools enhanced differentiation without causing cognitive overload, confusion, or over-reliance. Based on this, the mentor can decide if the digital tools need to be simplified, replaced, or more explicitly guided in the next scenario.
  • Language Scaffolding (BICS to CALP): The mentor reflects on whether the pupils were able to understand and utilize the target academic language. They identify if the current scaffolding was sufficient, if additional supports (like more sentence frames, visual cues, or translanguaging opportunities) are needed, or if the scaffolding can be gradually faded out as the pupils’ competence grows.
  • Activity Design and Cognitive Load: The mentor considers overall pupil engagement, active participation, and whether the “germane” cognitive load was appropriately managed. Activities may be adjusted in real-time to be more interactive, better sequenced, or more inclusive for future sessions.
  • Emotional Climate and Inclusion: Importantly, the mentor also reflects on the emotional well-being of the migrant pupils, ensuring that all learners felt safe, supported, and confident enough to participate in the transmodal activities.

The Teacher Reflection Form Prompts To systematically guide this process, the formal reflection asks the mentor to document specific observations:

  • What worked well today? (Noting successful moments, conceptual breakthroughs, or high learner engagement).
  • What challenges appeared? (Identifying any linguistic, emotional, digital, or organizational difficulties the pupils encountered).
  • How did pupils use language and digital tools? (Observing their communication, interaction, technical skills, and transition to academic language).
  • What might be adjusted for next time? (Actionable ideas for improving pacing, instructions, scaffolding, or tool use in the next scenario).

How the Mentor Uses the Responses This post-session reflection is not just an administrative task; it is the engine that drives responsive teaching. By recording these insights, the mentor can continuously adapt their pedagogical strategies, tools, and materials to better meet the evolving linguistic, cognitive, and emotional needs of the pupils as they progress through the Academic Lab.

4. ADDITIONAL NOTES AND CONTEXTUAL INFORMATION

4.1 Cultural and Contextual Considerations

When implementing Module 3, mentors must carefully consider the diverse cultural, linguistic, and technological backgrounds of the migrant pupils. Because this module focuses on complex STEM subjects (science and mathematics) and the transition to Cognitive Academic Language Proficiency (CALP), specific contextual factors will heavily influence its success:

  • Language Backgrounds and Translanguaging: Migrant pupils come with rich, diverse home languages that should be viewed as assets rather than deficits. In STEM education, the cognitive demand is high. Mentors must culturally validate the pupils’ home languages by explicitly encouraging translanguaging—allowing students to use their native languages to negotiate complex scientific or mathematical logic with peers before expecting them to produce the target academic language (CALP). This is especially important during collaborative tasks, such as designing the cell diagram or solving the Matific math quests.
  • Cultural Attitudes towards STEM and “Math Identity”: Pupils from different educational systems may have experienced vastly different approaches to science and mathematics. Some may suffer from “math anxiety” or believe they are not “science people,” a feeling often exacerbated by the language barrier. The use of gamified, low-stakes digital environments (like Matific) and visual storytelling helps dismantle these anxieties. Mentors must be culturally responsive, framing mistakes as “productive struggle” and praising the problem-solving process to help pupils build a positive, resilient academic identity.
  • Digital Literacy and the Digital Divide: While this module heavily integrates AI and digital tools (Diffit, Matific, Wizer.me, Genially), mentors must not assume all migrant pupils have equal prior exposure to technology. There may be significant variations in basic digital literacy. Mentors should introduce platforms step-by-step in a highly supportive environment, ensuring that the technology acts as a scaffold rather than an additional cognitive burden.
  • Availability of Tools and Infrastructure: The successful implementation of these scenarios depends on local school infrastructure (e.g., reliable internet, 1:1 devices, or shared tablets). If the local context lacks this infrastructure, the mentor must be prepared to adapt. For instance, AI-differentiated texts from Diffit can be printed for offline reading, and the digital math patterns can be recreated using physical concrete manipulatives (like geometric tiles or base-ten blocks) to ensure equitable access to the learning objectives.

4.2 Connections to National Curriculum

To ensure that the TELMS-based digital mentoring programme is not viewed as an isolated, extracurricular activity, it is vital to explicitly map the activities in Module 3 to the formal educational frameworks of the host country. Establishing these links is strongly encouraged to support the long-term sustainability and institutional adoption of the programme.

Because Module 3 focuses on the transition to Cognitive Academic Language Proficiency (CALP) through STEM subjects, mentors should articulate connections across three main curricular areas:

  • STEM Content Standards (Science and Mathematics) 

The scenarios in Module 3 directly address core scientific and mathematical competencies typically found in primary and lower-secondary national curricula. Mentors should identify the specific national learning outcomes associated with:

  • Earth Sciences: The water cycle, states of matter, and environmental processes (Scenario 1).
  • Biology: Cell structures, organelle functions, and biological systems (Scenario 2).
  • Mathematics: Algebraic thinking, number sequences, and geometric spatial reasoning (Scenario 3). By aligning the digital lab activities with these mainstream academic targets, the mentor ensures the migrant pupil is keeping pace with their peers in subject-matter knowledge, even while acquiring the language.
  •  Language Acquisition Frameworks (CEFR & CALP) 

Mentors should connect the language goals of the scenarios to the Common European Framework of Reference for Languages (CEFR) and national guidelines for Teaching English/Host Language as an Additional Language. Specific connections should highlight how the module supports:

The transition from everyday vocabulary (BICS) to subject-specific “brick” vocabulary (e.g., photosynthesis, evaporation).

The mastery of complex grammatical structures required for academic discourse, such as cause-and-effect reasoning (e.g., “If the [organelle] fails, the cell will…”), comparative language, and formulating inquiry questions.

  • Digital Competence Frameworks (e.g., DigComp 2.2) 

Module 3 heavily utilizes digital tools for both consumption and creation. Mentors should link these activities to national or European digital literacy standards (such as DigComp). For example:

  • Digital Content Creation: Connecting pupils’ use of Canva, Genially, and Wizer.me to create infographics and digital worksheets to standards requiring learners to integrate, re-elaborate, and express themselves through digital means.
  • Problem Solving: Connecting the gamified “productive struggle” in Matific or the critical analysis of AI-adapted texts (Diffit) to standards requiring learners to creatively use digital technologies to resolve conceptual problems.

Why This Matters for Institutional Adoption 

By clearly documenting these connections in the module plan, mentors demonstrate to school leaders and policymakers that transmodal scaffolding and digital tools are rigorous, evidence-based strategies that fulfill mandated educational requirements. This validates the use of translanguaging and AI tools not as shortcuts, but as essential bridges to mainstream academic success.

Because the CARE consortium operates across several partner countries, the STEM, language, and digital competence connections outlined above are complemented below with specific national and regional curriculum references, ensuring that Module 3 can be mapped directly onto each partner’s formal education system rather than remaining at the level of generic framework guidance.

Spain (national). The scientific and mathematical content of Module 3 is grounded in Real Decreto 157/2022, of 1 March, which establishes Spain’s minimum primary curriculum under the LOMLOE. The area of Ciencias de la Naturaleza sets specific competences relating to natural processes and living systems, directly underpinning Scenario 1 (the water cycle) and Scenario 2 (cell structure and organelle function), while the area of Matemáticas explicitly develops number-pattern recognition and geometric reasoning, corresponding to Scenario 3 (Ministerio de Educación y Formación Profesional, 2022). Language integration is supported through the transversal “comunicación lingüística” competence and the LOMLOE’s explicit provision for CLIL-compatible, content-based instruction.

Catalonia (regional). In Catalonia, Decret 175/2022 organises science and mathematics teaching within two distinct àmbits (Departament d’Educació, Generalitat de Catalunya, 2022): Coneixement del Medi Natural, Social i Cultural, which addresses water-cycle processes and cellular organisation through ten specific competences structured around a “scientific culture” block, and àmbit Matemàtic, whose eight specific competences are organised into five “senses”, including sentit numèric (numerical patterns) and sentit espacial (geometry), both directly relevant to Scenario 3. As in Module 1, curriculum coherence is reinforced through the “aula d’acollida” reception structure, allowing newly arrived pupils to access STEM content alongside intensive Catalan-language support.

Poland. Polish primary science content relevant to Module 3 is set out in the “podstawa programowa” for przyroda (Nature Studies, grade IV), which explicitly addresses the water cycle, and biologia (grades V–VIII), whose core curriculum requires pupils to identify cell structures — including the cell membrane, cytoplasm, nucleus, and chloroplast — under the microscope or in diagrams, directly matching Scenario 2 (Ministerstwo Edukacji Narodowej, n.d.-a, n.d.-b). Mathematics content is addressed through the matematyka core curriculum for grades IV–VIII, covering number sequences and geometric solids and figures, corresponding to Scenario 3 (Ministerstwo Edukacji Narodowej, n.d.-c). Newly arrived pupils access this content through “oddziały przygotowawcze” (preparatory classes), as already described in the Module 1 curriculum mapping.

Croatia. Croatian science content is regulated by the Kurikulum nastavnog predmeta Priroda i društvo (grades 1–4), which addresses the water cycle descriptively within its “Promjene i odnosi” concept, and by the Kurikulum nastavnog predmeta Biologija (from grade 5), which requires pupils to compare unicellular and multicellular organisation, corresponding to Scenario 2 (Ministarstvo znanosti i obrazovanja, 2019a, 2019b). The Kurikulum nastavnog predmeta Matematika structures learning around five domains, including Brojevi (numerical patterns) and Oblik i prostor (geometric shapes and reasoning), corresponding to Scenario 3 (Ministarstvo znanosti i obrazovanja, 2019c). Support structures for newly arrived migrant and refugee pupils mirror those described for Module 1, coordinated through preparatory classes (“pripremna nastava”).

The Netherlands. In the Netherlands, the legally binding kerndoelen basisonderwijs (in force since 2006) address Module 3’s science content through kerndoel 42 (research into natural phenomena) within the “Oriëntatie op jezelf en de wereld” domain, underpinning water-cycle and cell-biology content, while mathematical content is addressed through kerndoel 25 (relationships between quantities, patterns, and formulas) and kerndoel 26 (properties of, and reasoning about, flat and spatial forms), directly relevant to Scenario 3 (Stichting Leerplanontwikkeling, n.d.-a, n.d.-b). Unlike the digital-competence kerndoelen discussed for Module 1, these science and mathematics objectives are already statutory. Newly arrived pupils access this content following an initial period in a “taalklas” or “nieuwkomersschool”, as previously described.

4.3 References and Resources

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