1. https://docs. alsde. edu/documents/908/Attachment%201%20Plan%202020

2. Scaffolding Instruction
Cara Whitehead, NBCT
Instructional Partner
Rainbow Middle School
Rainbow City, AL

3. 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.

4. Rigor Made Easy E – Engages all students A –Accommodates all learners
S – Scaffolds learning
Y – Yields results
Rigor Made Easy Barbara Blackburn

5. What do you notice about this scaffold?

6. 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.

7. 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

8. 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.

9. Differentiation or Scaffolding :
What’s the difference?

10. 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
Senior Citizen - bad heart!
Has an ankle injury!
Everything is great!
Is a vegetarian!

11. Differentiation vs Scaffolding
Differentiation = Change
Scaffolding = Add to Support
Will be given a calorie counter to make sure she meets daily protein requirements
Instead of meat/fish/ chicken – eat nuts, beans, and protein shakes
Vegetarian
Will wear a heart rate monitor to make sure she is not over-exerting
Instead of treadmill, will use stationary bicycle for 1 hour, 5 times a week
Bad Heart
Ankle Injury

12. 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!
Content – Manner in which students gain access to important learning. Access to the content is key.
Objective driven curriculum is easier to find the next step for learners who enter at varying levels.
Instructional concepts should be broad
Teachers must focus on the concepts, principles and skills
The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners.
Process – flexible grouping is consistently used.
Grouping of students is not fixed
Regrouping is dynamic and changes with the content, the project, and by on-going evaluation
Strive for lessons that are engaging.
Products – initial and on-going assessment is essential
Students are active and responsible explorers
Varying expectations and requirements for student responses
Products allow for various means of expression
Provide a balance between teacher-assigned and student-selected tasks

13. 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!

14. 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

15. 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?

16. References
Blackburn, B. R. (2012). Rigor made easy: getting started. Larchmont, NY: Eye on Education
.pdf
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