One of the main benefits of scaffolded instruction is that it provides for a supportive learning environment in which students are free to ask questions, provide feedback and support their peers in learning new material. When you incorporate scaffolding in the classroom, you become more of a mentor and facilitator of knowledge rather than the dominant content expert.
Insert a Goanimate video here
Projecting/modeling with doc camera; note taking outline eg Cornell Notes
This is procedural scaffolding
Success through Scaffolding
Success Through ScaffoldingPractical application of verbal,procedural and instructional scaffolds todevelop language and academicproficiency in ALL our studentsPresented by DHS SIOP Coaches Carla Huck and Beth Amaral
DO NOW:Work with peers at your table tobuild a SCAFFOLD from yourdeck of cardshttp://www.online-stopwatch.com/world-games-swimming/full-screen/?ns=../../s/3.mp3&nslen=1&countdown=3:00:00
Think-Pair-Share What does scaffolding mean to you? How do you scaffold content withinyour classroom? What would you like to know moreabout this topic?
ObjectivesContent Objectives:(1) We will be able to identify effective teaching strategies, toolsand techniques that lead to academic content and languagelearning in all classes.(2) We will be able to organize instruction so that studentlearning is scaffolded throughout each lesson -- usingverbal, procedural and instructional scaffolds.Language Objectives:(1) We will read a text and complete a THIEVES organizer.(2) We will view a video clip and listen for 10 new vocabularywords to turn into a summary as part of a GIST exercise.(3) We will discuss different types of scaffolds in a CONGA LINEand ways to implement them in our own classes.
Why Use Scaffolding? Effective scaffolding can increase the students’ independence inperforming a task or learning a new concept through the gradual releaseof responsibility (Echevarria, Vogt & Short, 2010; Fisher & Frey, 2008).
The Three Types ofScaffolding1. Verbal scaffolds are techniques focused onlanguage development: Paraphrasing Using “think-alouds” Reinforcing contextual definitions Providing correct pronunciation by repeatingstudents’ responses Slowing speech, increasing pauses, and speakingin phrases Purposefully using synonyms, antonyms andcognates
Verbal ScaffoldingStudent: I am having a hard time answering this question.Teacher: Let me take a look at it. Ok, the question is: “What wassignificant about the Spanish Armada?”Let’s look back through the chapter and try to find the word Armada. Isee it here, it is in bold. Do you know what that word means? Howabout significant - is that a cognate?Student: “Significativo” – it means important.Teacher: Are there any pictures on the page to help us visualize anArmada? Yes, look at the picture and compare the size of the Spanishships to the English ships.Now let’s read the sentence it is in, the sentence before and thesentence after and try to see if the answer we are looking for can befound there.(Philip built up a mighty fleet, or a group of warships under onecommand. It was called the Armada. The Armada was the largest fleetof ships that Europe had ever seen.)Ok, now can we determine the answer?
2. Procedural Scaffolds are techniques that relateto grouping and activity structures: Using an instructional framework that includesexplicit teaching, modeling, and practiceopportunities with others, with expectations forindependent application. Providing opportunities for peer collaboration andtutoring. Cooperative learning activities. Students supportone another as they are learning the subject matterand accomplishing their roles. They practice theiroral language skills as they interact verbally. Use of routines Process writing, which focuses on the process ofcreating writing and learning the stages of thewriting process, rather than the end product.
3. Instructional scaffolds are tools that supportlearning visuals and imagery manipulatives models and diagrams making a variety of resources available in theclassroom, e.g. dictionary, thesaurus, computers. posting schedules and project timelines graphic organizers (GIST) chapter outlines (THIEVES) word walls pictographs sentence starters and academic language frames
Q: When should I use graphic organizers during mylesson?A: They can be used at any point of your lesson to present newinformation, to practice and deepen understanding of newknowledge, and to generate and test hypotheses about newknowledge.Examples Initiators: KWL, Concept Map, Word Sort,Anticipation Guide Modeling: Venn Diagram, T Chart Guided Practice: Story Sequence Chart, 5Ws,Cause and Effect Independent Practice: Self-Collected Vocab Chart,Cornell Notes, Flow Chart Closure: Exit Ticket, Learning Log, PMI (Plus,Minus, Interesting Questions), last part of KWL
How many scaffolds can youfind?Teacher A arrives at class withlecture notes in hand. Shewrites on the board "ThreeStates of Matter: Solid,Liquid, Gas." After her 20minute oral presentation,students are directed to reada portion of their sciencebook and to answer thequestions at the end of thesection.As students work, shecirculates among them andanswers questionsindividually when hands areraised.Teacher B also arrives at class with lecturenotes. In addition, she carries a box full ofequipment, including many bowls, a smallhot plate, and a bag of ice cubes. TeacherB also writes "Three States of Matter:Solid, Liquid, Gas" on the board. Butunderneath each word she adds a drawingto represent each concept and illustratethe molecular structure. As Teacher Blectures she in turn melts ice, boils water,and, under the drawings on the board,writes ice, water, and steam.Students in class B are also assigned aportion of the text to read. But instead ofanswering the questions in the text, theyare asked to work in pairs to write downcomprehension questions for their peersto answer about the passage.As students begin to read the text, Teacher Bsits down with a group of four beginningESL students to review the main ideas,prepare the students to participate in thenext days lesson, and show them thatthey are to copy and label the drawings ofthe three molecular structures into theirscience journals.
THIEVES PracticeWork with a partner to complete the THIEVES organizer from your text.T TitleH HeadingsI IntroductionE Every first sentence in a paragraphV Visuals and vocabularyE End-of-chapter questionsS Summary
THIEVES: From Theory toPractice Manz, S.L. (2002). A strategy for previewing textbooks:Teaching readers to become THIEVES. The ReadingTeacher, 55, 434–435. Surveying the specific elements of a textbook chapterwill help students activate prior knowledge, as well asidentify their purpose and expectations for reading thechapter. Perusing the title, headings, introduction, topicsentences, visuals, vocabulary, end-of-chapterquestions, and summary before reading the text itselfhelps readers identify important concepts, establish acontext, and note significant points.
GIST(Generating Interaction between Schemata and Text) Watch the video clip from DiscoveryEducation(Fair Trade Chocolate 2:16) Take note of 10 key terms Turn your terms into a summarystatement
GIST: From Theory toPractice Rhoder, C. (2002). Mindful reading: Strategy training thatfacilitates transfer. Journal of Adolescent & AdultLiteracy, 45(6), 498–512. Train the students in the strategy. Display a passage onthe board and then read it with the class. With thestudents, pick out eight or ten of the most important wordsfrom a passage and underline or circle them. Then write asummary of the passage in a sentence or two using thosewords. Do this as a class for several passages of text, thenask students to try the technique on their own or in pairs. Alternatively, use this strategy with your content-basedvideo clips. Students with less proficient listeningcomprehension skills will be able to “get the GIST” withstructured listening tasks. See adapted template inpacket.
CONGA LINE Count off by twos Form two lines of “ones” and “twos” facing eachother For 30 seconds, ones will share their GISTsummary with the person across from them andhow they will implement this strategy in theclassroom. After 30 seconds, the “twos” will share. Then, the head of the line of “twos” will congathrough the center to the end of the “twos” line andeveryone will shift up one, giving everyone a newpartner.
Design QuestionsTake a look at the Marzano Framework in your folder:Domain 1: Classroom Strategies and Behaviors DQ2: What will I do to help students effectively interact withnew knowledge? DQ3: What will I do to help students practice and deepennew knowledge? DQ4: What will I do to help students generate and testhypotheses about new knowledge?Domain 2: Planning and Preparing DQ10: What will I do to develop effective lessons organizedinto a cohesive unit?
Closure Did we meet our objectives? Please complete your 3-2-1 ExitTicket:3 things I learned today2 ideas I will implement in myclassroom1 strategy I would recommend to acolleague Other comments and suggestionsappreciated - submit to our