The document discusses scaffolding strategies for teachers to use when working with students, including modeling, graphic organizers, and connecting to background knowledge. It also provides an overview of Lev Vygotsky's zone of proximal development theory, which argues that students can perform tasks beyond their abilities when assisted by a teacher, and that scaffolding helps students develop skills within this zone. Specific before, during, and after reading strategies are also outlined.

1. Scaffolding Strategies To Use With
Your Students
Lev Vygotsky Scaffolding Strategies

2. Scaffolding
• Definition
• Strategies
• Who is Lev Vygotsky?
• Lev Vygotsky scaffolding strategies
• How we can apply it in the class

3. What does scaffolding mean?
• In general: it is a kind of assistance or help offered by a teacher
or peer to support learning.
• it is an instructional technique whereby the teacher models
the desired learning strategy or task, then gradually shifts the
responsibility to the students.
• We can call it a supporting framework

4. Scaffolding Strategies
• Visuals and realia
• Modeling /gesturing
• Graphic organizers
• Connect to background knowledge
• Sentence structures /starters
• Read aloud
• Intentional small group /partner work
• Use of first language
• Give time to talk
• Pause, ask questions, review

5. Who is Lev Vygotsky?
• He was born in western Russia.
• He has written several articles & books on the subject of his
theories.
• His research in how children solve their problems that
surpassed their level of development; led him to create the
zone of proximal development theory (ZPD).

6. Lev Vygotsky scaffolding theory:
• Vygotsky believed that when a student is in the ZPD for a particular
task, by providing the appropriate assistance will give the student
enough of a boost to achieve the task.
• The ZPD has become synonymous in the literature with the term
scaffolding.
• However it is important to note that Vygotsky never used the term
of “scaffolding” in his writing and it was introduced by WOOD ET
AL(1976).
• In order to meet students where they are and scaffold a lesson or
differentiate instruction, you have to know the individual &
collective ZPD of your learners.

7. • The ZPD is the distance between what children can do by themselves &
the next learning that they can be helped to achieve with competent
assistance.
• Vygotsky suggested that teachers use cooperative learning exercises
where less component children develop with help from more skillful
peers within the zone of proximal development.
• According to Vygotsky, language( in particular speech) is fundamental to
children’s cognitive growth because language provides purpose and
intention so that behaviors can be better understood.
• Through the use of speech, children are able to communicate and learn
from others through dialogue; which is an important tool in the ZPD.
• In it child’s unsystematic, disorganized, and spontaneous concepts are
met with the more systematic, logic, and rational concepts of the skilled
helper.

8. A reading text

9. • What should happen before, during, and after reading?
Before reading:
• Teach the pronunciation of difficult words.
• Teach the meaning of critical, unknown words.
• Teach or activate any necessary background knowledge.
• Preview the story or the article.
During reading:
• Utilize passage reading procedures that provide adequate
reading practice.
• Ask appropriate questions during passage reading.
• Teach strategies that can be applied to passage reading.
• Use graphic organizers to enhance comprehension.

10. After reading:
• Provide intentional fluency building practice.
• Engage students in a discussion.
• Have students answer written questions.
• Provide engaging vocabulary practice.
• Have students write summaries of what they have read.