Snowball Fight!!!!On a piece of paper, write down the craziest thingyou did this summer….make sure it’s schoolappropriate.
Scaffolding to Improve Student Learning Brian Parise Jim Ellis
Agenda1. True/False Quiz—Activating Strategy2. Define Scaffolding3. What’s the Problem4. Hitting the Targets5. Helpful Links
True/FalseTrue/False Question T1. ______ Scaffolding strategies can improve student learning. T2. ______ As a teacher, you can scaffold for students, materials, and teaching methods. F3. ______ Making sure students are disengaged is a strategy for scaffolding for students. T4. ______ Using YouTube is a strategy for scaffolding teaching materials. T5. ______ Lowering expectations is a strategy for scaffolding instructional practices.
What is Scaffolding?Decrease Supports toallow students to show mastery.
So What’s the Problem? • How does this phrase play into what we do in education? • How can it relate to scaffolding expectations?
So What’s the Problem Would you build scaffolding around this building if all you had to do was replace the front door?
Hit the Targets!!! 1. With Students 2. With Materials 3. With Teaching Methods
Scaffolding Learning for Students1. Do I have students whose reading level is significantly below level of text and materials being used?2. Do I have students who lack strategies for retaining and applying information?3. Are there gaps in student’s vocabulary and background knowledge?4. Engagement Questions – Do any students seem to lack motivation? – Are students interested in the content? – Do struggling students often misbehave to avoid being called on?
Scaffolding for StudentsActively Engage Provide Strategies for Remembering Key Make sure “all” students are Information responding “in a safe way.” (Think- Teach Memory Strategies Pair-Share) Mnemonics What Other Ways? Key Words “In 1492, Columbus Sailed the Ocean Blue.” Others?Provide Background Knowledge Assure Access for All Reading Levels Have more than one source of course Studying the Black Death content. Audio Books Purchased or Self Made Kidsclick.org Tons of information categorized by reading levels. Others Others
Scaffolding Teaching Materials1. What is the actual reading level of the materials being used?2. Is the source unclear or too abstract for learners at this age and grade level?3. Are the materials organized in a logical and sequential way that helps students understand and comprehend the content?4. Are there clear examples and models presented to increase student understanding?5. Is the information in the text layered or does it have many parts?6. Is the information difficult or complex but crucial to remember?
Scaffolding Teaching MaterialsModify Text Use Graphic Organizers or Story Maps Add graphics, Change Font Size, Add Paint a picture of information notes, Text to Speak, Audio Recording, Kidsclick.orgUse Alternative Materials Teach Note Taking Strategies Different versions of the same story Create note taking forms that utilize YouTube has many books that have hints and cues (Guided Notes) been made into videos (Where the LFS Foldables Wild Things Are) Cornell Notes Format
Scaffolding Instructional Practices1. Are my expectations clear?2. Are the instructional activities contributing to understanding?3. Have I provided opportunities for all students to participate in learning?4. Is there more than one way for students to show what they know?5. Do I share my enthusiasm for knowledge with my students?6. Do I know what their interests and learning style preferences are?
Scaffolding Instructional PracticesExpectations Are Clear Classes and Lessons Are Not Interesting Use Rubrics Make connections to the learning Use “Models” (Teacher and Student) Papers, Projects, Assignments RubistarProvide Students with More Than One Raise Expectations for StudentsWay to Demonstrate Competency Raise the Bar and be a Cheerleader Projects, drawings, presentations, Don’t Allow Failure as a Student posters Choice Give students Choice in demonstrating their knowledge
Does the Strategy Increase Student Engagement?•Does the strategy get thestudent’s attention?•Does it involve all studentsin lesson activities?•Will it utilize student’sinterest and backgroundknowledge?
Can this strategy give the studentgreater access to grade level content?• Are the materials a match or mismatch for the student’s skill level?• Does it include ways for the student to use the information in meaningful ways?
Will this Teaching Method Improve theStudent’s Opportunity to Learn the Skill? • Does the strategy give the student feedback? • Will this strategy provide the students with adequate models and examples?
Ways to Scaffold Graphic Organizers• Teach the structure• Start with partially completed organizer• Give locations of answers on the organizer• Give hints on the organizer• Give answers on the organizer• Have multiple means of engaging with the organizer• Provide alternative references or sources• Include a word or picture bank• Restructure the number of responses needed
Exemplary Strategies that Match Student Learning Needs• Have school based or grade level planning meetings to organize for acceleration.• General education teachers utilize advance planners for units with vocabulary and content.• Students’ schedules include time for both remediation and acceleration.• IEP’s reflect goals for achievement in the standard course of study.• All teachers use exemplary teaching strategies that maximize achievement for all students.• Students have access to curriculum content and to classroom engagement activities• Students, teachers, administrators and support personnel believe that all students can achieve at high levels.
Helpful LinksAccessibility Strategies for Mathematics• http://www2.edc.org/accessmath/resources/strategiestoollist.pdfScaffolding Strategies for Reading/Language Arts• http://www.greece.k12.ny.us/academics.cfm?subpage=930Strategies for ELLs in Science• http://www.ade.az.gov/sa/sdi/scienceELDstrategies.pdf25 Strategies to Blend Literacy into the Content Areas• www.outreach.olemiss.edu/celi/handouts/literary_strategies.ppt
3-2-1• 3 Strategies/Discussion Points You Learned• 2 Strategies/Discussion Points You Are Not Quite Sure About• 1 Strategy/Discussion Point You want to focus on right now!