scaffolding instruction support for learners. adapted (with permission) from: from apprenticeship to...

Scaffolding Instruction

Support for Learners

Adapted (with permission) from:

From Apprenticeship to

Appropriation:

Scaffolding

the Development of Academic Language by English Learners

K-16

Wested, Teacher Professional Development, 2003

What is scaffolding?

Wested, Teacher Professional Development, 2003

Think-Jot Down-Share or Reflect

• What comes to your mind when you think of a scaffold?

• Name two purposes scaffolds are used for.

Wested, Teacher Professional Development, 2003

Type of Scaffold

1. Modeling

Wested, Teacher Professional Development, 2003

Modeling Language for Text Discussion

I think this phrase means…

This part reminds me of the time…

I agree with… I also think…

I have the same opinion as… I also think…

I disagree with… I think that…

I think differently than… I think that….

Why do you think…

What is your evidence that…

Can you give me one example that supports your notion that…

Wested, Teacher Professional Development, 2003

Phrases for Students To Use When They Don’t Understand

Questions:Will you please repeat that word/sentence/question?

What do you mean by….?

Would you mind going over that again a little more slowly?

Can you explain that another way?

Can you give me another example of that?

Can you tell me more about that?

Responses:I don’t understand that idea/word/remark/question.

So you mean that…(paraphrase).

In other words, you are saying that…(paraphrase)

Wested, Teacher Professional Development, 2003

Why would you model these phrases?

Wested, Teacher Professional Development, 2003

Type of Scaffold

2. Bridging

Wested, Teacher professional Development, 2003

Anticipatory Guide

Read the following statements and decide whether you agree with them or not.

1. Some people in Wisconsin are farmers.

2. Farming is often hard work.

3. Farm families may raise cows, pigs, and chickens.

Why Anticipate?

The idea here is that having children predict first helps them think and helps them focus when they read or write.

Wested, Teacher Professional Development, 2003

Revisiting Our Initial ImpressionsExtended Guide

Now that you have read the story about farming, go back to your original impressions and decide whether the text supports them or not. If it does not, indicate why not using your own words.

Support No Support Why? Explain using your own words.

1.

2.

3.

4.

X

X

X

X

This is a model of explicit instruction. Anticipating and revisiting are necessary for

ESL and many other learners.

Type of Scaffold

3. Contextualization

Wested, Teacher Professional Development, 2003

Context

Surrounding new concepts with a sensory environment, thus clarifying them.

Wested, Teacher Professional Development, 2003

Images are not dependent on language.

They are important scaffolds.

Wested, Teacher Professional Development, 2003

Other Ways of Contextualizing

• Use metaphors from students’ funds of knowledge.

• Use selected video clips with or without sound.

• Play music connected to the theme to be read.

Wested, Teacher Professional Development, 2003

Type of Scaffold

4. Schema building

Wested, Teacher Professional Development, 2003

Schema

Clusters of concepts that are interconnected.

Wested, Teacher Professional Development, 2003

Compare/Contrast Matrix

Appropriate for similarities and differences between• Two things (or more)• People• Events• Ideas, etc.

Key considerations:

What things are being compared?

How are they similar?

How are they different?

Wested, Teacher Professional Development, 2003

Name 1 Name 2

Attribute 1

Attribute 2

Attribute 3

Sequence of Events Chain

What happened?

1st?

2nd?

…

Wested, Teacher Professional Development, 2003

The students can drawpictures or write in the boxes

after talking together with the teacher.

Wested, Teacher Professional Development, 2003

Type of Scaffold

5. Metacognitive Development

Wested, Teacher Professional Development, 2003

Metacognition

• Thinking about the thinking process involved in an action

• Conscious monitoring of strategic behavior

• Planning strategic behavior

• Self-assessment

Wested, Teacher Professional Development, 2003

Types of Question-Answer Relationships

1. Right there

The reader can immediately identify the answer because it is stated explicitly in the text.

2. Think and search

The answer is implicit in the text. The reader must analyze, infer, draw logical conclusions, etc.

3. On my own

The reader has questions related to the topic that are not included in the text.

4. Writer and meIf the reader were right in front of the author, what questions would s/he ask?

Wested, Teacher Professional Development, 2003

Think Aloud

1. Read the title ANTICIPATE:

Review your knowledge of the topic.

2. Read the first sentence STOP:

Put content in your own words.

Connect it to concepts you already know.

3. Read the next sentence STOP :

Rephrase

Connect

VisualizeNEW WORD?

1st time: Guess! No solution? Put on hold!

2nd time: Guess! No solution? Put on hold!

3rd time: No answer? Now check the dictionary!Wested, Teacher Professional Development, 2003

Self-Assessment

• Think about the many new ideas we have discussed in class this week. Try to categorize them.

Perfectly clear:

More or less clear:

I need to work more on:

Wested,Teacher Professional Development, 2003

Make all students write.

• Who needs scaffolded instruction in your class?

• How often and how much scaffolding do these children need?

• Is this a language issue, a social class issue, and/or a learning issue?

• Why?

Wested, Teacher Professional Development, 2003

Review of Scaffolding

• Modeling

• Bridging

• Contextualization

• Schema Building

• Metacognition

Conditions for Scaffolding

1. CONTINUITY 4. CONTINGENCY

Tasks are repeated with variations Task procedures depend on actions of

and are connected to one another. learners, participants, orient teacher’s

actions.

2. SUPPORT FROM CONTEXT

Exploration is encouraged in a safe, 5. HANDOVER/TAKEOVER

supportive environment. Access to Learner autonomy increases as skills and

means and goals is promoted in a confidence grow. Teachers attend to

variety of ways. learner's readiness to take over

increasing parts of the action.

3. INTERSUBJECTIVITY

Mutual engagement, meanings are 6. FLOW

co-constructed by participants. Skills and challenges are in balance.

Participants are focused on the task and

“in tune” with it.

Wested, Teacher Professional Development, 2003

Support for Academic Learning

• Scaffolding supports academic learning for many learners and using scaffolding during instruction is vital to successful teaching.