Contingent Scaffolding

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  • Contingent Scaffolding

    1. 1. Contingent Scaffolding: Supporting Assessments Refugee Action Support Tutor Training 27 February 2009
    2. 2. Student arrives with an assessment and it’s due ...
    3. 3. Student arrives with an assessment and it’s due ... TOMORROW!!!
    4. 4. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!!
    5. 5. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is:
    6. 6. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish
    7. 7. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan
    8. 8. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold
    9. 9. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor
    10. 10. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor Communicate
    11. 11. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor Communicate
    12. 12. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan Scaffold Monitor Communicate
    13. 13. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold Monitor Communicate
    14. 14. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor Communicate
    15. 15. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate
    16. 16. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and
    17. 17. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and Coordinating Teachers what must be done next
    18. 18. STEPS TO CONTINGENT SCAFFOLDING
    19. 19. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s)
    20. 20. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands
    21. 21. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline
    22. 22. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available)
    23. 23. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info
    24. 24. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition
    25. 25. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition STEP #7: Discuss next step (return to and revise the checklist)
    26. 26. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition STEP #7: Discuss next step (return to and revise the checklist) STEP #8: Discuss and request revisions (if possible)
    27. 27. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and Coordinating Teachers what must be done next
    28. 28. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
    29. 29. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
    30. 30. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
    31. 31. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
    32. 32. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
    33. 33. DRAFTING AN ESSAY Sample Fishbone Map MAP TO SUMMARISE d foo as ing high in protein rill kill for bush meat for as ch go as hunters infect gorillas rill oa rt rill go sp CAUSE AND EFFECT po economical go kill for trophies government can’t ex ls se kil protect gorillas ill rea ns sick gorillas sk accidental killings while at war la ea inc infect other gorillas o while stealing infants more people an Eb rop r need more food ric for zoos Wa Eu Af x ~ | z COLUMNED Root Directly and indirectly, Effect Cause humans kill gorillas. SCAFFOLD TO Gorillas may } { y destroy habitat Mi Mi Af Af Lo miners bring an increase in and food become extinct. comfort food ric as p trad rc p r d ni g gg GUIDE bush meat hunting i ng an ar iti ers gor g ns a t t o r ril se to n ic inc logging roads ind llas id s homesick at f th rea tb t e help poachers e ir ire se us eir ctl COMPOSITION e sh r ty sp me kil o oa il a ch ch t t ing n THE FINAL PRODUCT Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.
    34. 34. DRAFTING AN ESSAY MAP TO SUMMARISE CAUSE AND EFFECT COLUMNED SCAFFOLD TO GUIDE COMPOSITION THE FINAL PRODUCT
    35. 35. DRAFTING AN ESSAY Gorillas in Crisis By Kathleen Donovan-Snavely What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to know that these “gentle creatures of the jungle” regularly appear as the featured entrée at many a meal served near the African rainforest. That isn’t the only problem that haunts gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating MAP TO large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at risk. SUMMARISE 1. Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of CAUSE AND EFFECT central and West Africa. Some Africans prefer bush meat, such as gorilla, because it provides an economical source of daily protein. Poor families without the means to purchase food at the market travel a short distance to the rainforest to get bush meat. Their only expense is the cost of ammunition and the fee to rent a gun. Some of these same COLUMNED families raise chickens and goats, but do not eat them. Instead, they sell the animals for the cash they need for buying supplies. Africa’s population is increasing rapidly, along with its demand for bush meat. If nothing changes, primatologists fear that gorillas may become extinct in the next thirty years. SCAFFOLD TO 2. Moving away from one’s childhood home sometimes leaves us longing for familiar places GUIDE and traditions. Naturally, the African families who move away from their original rainforest homes struggle with these feelings of sadness and displacement. Now living in villages and cities, they eat bush meat to feel closer to the past and to their old way of life. COMPOSITION For them, gorilla feeds the body and the soul as well. This custom brings little comfort to endangered gorillas, whose females produce only one offspring every five to seven years. It is easy to see why gorillas are being killed faster than they can reproduce. THE FINAL 3. While Africans plunder the gorilla population, they are not the only ones. Over the years, their European neighbors have developed a taste for exotic bush meat as a status symbol. PRODUCT Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters persist in the decades-long practice of trapping young gorillas to sell to zoos and private citizens across the world. When mature members of the gorilla troop try to defend an infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this way. The international gorilla trade continues even though it is illegal, since the laws are nearly impossible to enforce. Gorilla populations continue to decline.
    36. 36. THE TASK Each of you has a set of student case studies
    37. 37. As a group I would like you to: THE TASK Each of you has a set of student case studies
    38. 38. As a group I would like you to: THE TASK • select a case study Each of you has a set of student case studies
    39. 39. As a group I would like you to: THE TASK • select a case study Each of you has a set of student •identify one task the students case studies must do urgently
    40. 40. As a group I would like you to: THE TASK • select a case study Each of you has a set of student •identify one task the students case studies must do urgently
    41. 41. As a group I would like you to: THE TASK • select a case study Each of you has a set of student •identify one task the students case studies must do urgently •discuss the demands of the task and the issues the student(s) might face
    42. 42. As a group I would like you to: THE TASK • select a case study Each of you has a set of student •identify one task the students case studies must do urgently •discuss the demands of the task and the issues the student(s) might face • sequence a checklist that the task is asking the student to accomplish
    43. 43. As a group I would like you to: THE TASK • select a case study Each of you has a set of student •identify one task the students case studies must do urgently •discuss the demands of the task and the issues the student(s) might face • sequence a checklist that the task is asking the student to accomplish •develop activities and scaffolds which would help you guide the student(s)
    44. 44. To do
    45. 45. To do work within a student’s zone of proximal development;
    46. 46. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles;
    47. 47. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication;
    48. 48. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice;
    49. 49. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication;
    50. 50. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking;
    51. 51. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors;
    52. 52. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction;
    53. 53. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article);
    54. 54. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article); balance group and individual tasks;
    55. 55. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article); balance group and individual tasks; renegotiate outcomes so that the essential skills and knowledge are achieved.
    56. 56. What to avoid
    57. 57. What to avoid offering broad tasks without clear product or steps;
    58. 58. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding;
    59. 59. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form;
    60. 60. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice;
    61. 61. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication;
    62. 62. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid);
    63. 63. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid); require the performance of the rules/conventions of new communication forms without scaffolding and/or contextualising the communication form through group activity.
    64. 64. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid); require the performance of the rules/conventions of new communication forms without scaffolding and/or contextualising the communication form through group activity. to measure students against a standard that is outside of their zone of proximal development.
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