https:// docs.alsde /documents/908/attachment%201%20plan%202020.pdf
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https:// docs.alsde.edu /documents/908/Attachment%201%20Plan%202020.pdf. Scaffolding Instruction. Cara Whitehead, NBCT Instructional Partner Rainbow Middle School Rainbow City, AL . Outcomes:. Define scaffolding. Develop an understanding of tools used to scaffold learning. - PowerPoint PPT PresentationTRANSCRIPT
https://docs.alsde.edu/documents/908/Attachment%201%20Plan%202020.pdf
Scaffolding Instruction
Cara Whitehead, NBCTInstructional Partner
Rainbow Middle SchoolRainbow City, AL
Outcomes:
• Define scaffolding.• Develop an understanding of tools used to scaffold
learning.• Understand the differences in scaffolding and
differentiation.• Determine strategies that can be integrated into
instruction to scaffold learning.
RIGOR MADE EASY•E – Engages all students•A –Accommodates all learners•S – Scaffolds learning•Y – Yields results
Rigor Made Easy Barbara Blackburn
What do you notice about this scaffold?
Scaffolding (Three-Column Note Taking Device)
Definitions Reasons Strategies
While watching the following video, take notes by placing the learned information into the appropriate column.
What is scaffolding?
• Support students• To become independent learners• Leading to the students accomplishing the objectives successfully• While planning for the removal of the scaffold
How do I scaffold learning?
• Scaffolding is NOT differentiation (modifying or changing an assignment). It is done prior to differentiated instruction.
• Break the learning into chunks.• Provide a tool or structure to the chunk.• Know the distance between what each can do alone and with
assistance.
Differentiation or Scaffolding :
What’s the difference?https://session.wikispaces.net/3471/auth/auth?authToken
=bd8080ed8b07aafa7d026e6e95ee3040
Real world example:Objective: Lead a healthier life by losing weight
and eating healthier
Activity - Losing Weight: run 1 hour on the treadmill 5 times per week
Activity - Eat Healthier: Eat a diet focusing on protein and limiting carbs
Everything is great!
Is a vegetarian!Senior Citizen -
bad heart!Has an ankle
injury!
Differentiation vs ScaffoldingDifferentiation = Change Scaffolding = Add to Support
Vege
tari
an
Bad
Hea
rt
Ankl
e In
jury
Instead of meat/fish/ chicken – eat nuts, beans, and protein shakes
Instead of treadmill, will use stationary bicycle for 1 hour, 5 times a week
Will be given a calorie counter to make sure she meets daily protein requirements
Will wear a heart rate monitor to make sure she is not over-exerting
Differentiation = Change“To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively.” (Hall, 2003)
• Three Ways to Differentiate:• Change Material• Change Activity• Change Student Product
• Still meeting the same objective!
Scaffolding = add to support“Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).
• Adding something to your instruction to assist learners who are having difficulty
• Support is withdrawn as students gain proficiency• Scaffolding can occur alongside of differentiated instruction• Still meeting the same objective!
What are some strategies I can use to scaffold learning?
• Show and Tell• Tap into Prior Knowledge• Give Time to Talk• Pre-Teach Vocabulary• Use Visual Aids• Pause, Ask Questions, Pause, Review
*Handout
Exit Slip
• Pick one scaffolding strategy you will commit to use with your students this week. How do you think it will impact your students learning?
References
• Blackburn, B. R. (2012). Rigor made easy: getting started. Larchmont, NY: Eye on Education
• https://docs.alsde.edu/documents/908/Attachment%201%20Plan%202020.pdf
• http://www.youtube.com/watch?v=9gNjGD_W3dM• http://www.edutopia.org
/blog/scaffolding-lessons-six-strategies-rebecca-alber