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https://docs.alsde.edu/documents/908/Attachment%201%20Plan%202020.pdf
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Scaffolding Instruction
Cara Whitehead, NBCTInstructional Partner
Rainbow Middle SchoolRainbow City, AL
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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.
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RIGOR MADE EASY•E – Engages all students•A –Accommodates all learners•S – Scaffolds learning•Y – Yields results
Rigor Made Easy Barbara Blackburn
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What do you notice about this scaffold?
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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.
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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
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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.
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Differentiation or Scaffolding :
What’s the difference?https://session.wikispaces.net/3471/auth/auth?authToken
=bd8080ed8b07aafa7d026e6e95ee3040
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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!
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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
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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!
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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!
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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
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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?
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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