https://docs. alsde. edu/documents/908/Attachment%201%20Plan%202020 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. 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 Senior Citizen - bad heart! Has an ankle injury! Everything is great! Is a vegetarian!

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

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

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