1. Scaffolding Children’s Learning Differentiate Levels of Support
Arizona Department of Education
Early Childhood Education

2. Lev Vygotsky
Social Development Theory: Vygotsky’s theory promotes learning contexts in which students play an active role in learning. The Role of the teacher is of a collaborator with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher.

3. Zone of Proximal Development
A way to explain how children can perform at a higher level when assisted by a more experienced learner

7. Goal of Scaffolding
Teach responsively by improving the level of support necessary for each child in the classroom

8. Individually Appropriate Supports
The way you choose to scaffold learning must be responsive to an individual child’s culture, language, ability and demographic characteristics & Built on relationships!!!
Some children will need minimal facilitation of their learning using your natural strategies such as environment and what you teach in whole group, but others will benefit form more intensive supports.

9. Matching the Level of Support
You should expect to have to use different kinds of strategies to produce benefits for students
Observation and assessment
Pinpointing ways children are successful can provide information for scaffolding decisions

10. Guiding Questions in making scaffolding decisions
What conditions seem to help this child learn best?
Can you describe the strategies the child tries?
How does the child solve problems?
During what kinds of activities is the child most successful?
Is the child most successful learning alone or with others?
What kind of teacher assistance seems to work best?

11. Deliberate & Planned Support Strategies
Prompts
Graphic Information and Organizers
Corrective feedback
Individualized reinforcement
Mediated Problem Solving
Modeling learning
Activate prior learning
Help children identify cues
Ask guiding questions/open-ended
Think aloud
Utilize the environment
Task analysis
Assistive Technology

12. Prompts Cue ~ a hint that a child should respond in a certain way
Physical or manual prompt
Verbal prompt
Visual prompt
Gestural prompt

13. Practice
Practice helps children gain proficiency and learn to apply strategies efficiently as they acquire concepts and skills

14. Corrective feedback

15. Individualized reinforcement

16. Modeling learning

17. Identify cue

18. Asking guided questions/open ended

19. Visual prompt

20. Example of visual prompt
Activity

21. Is the scaffolding working?
Knowing in action
Self-Reflection of strategies
Dialoguing with others
Meeting time

22. Thank you!