https:// docs.alsde /documents/908/attachment%201%20plan%202020.pdf

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