Scaffolding
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How is Scaffolding used to enhance comprehension?
According to the Glossary of Education Reform (2014), "Scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process." When teachers use scaffolding, they provide successive levels of support that help students to reach higher levels of comprehension that they would not have been able to achieve without help. The supportive strategies are gradually removed when they are no longer needed and the teacher shifts more responsibility over to the student.
Scaffolding is breaking up the learning into chunks, then providing a tool. or structure to use with each chunk. When scaffolding is used for reading, you could preview the text and discuss key vocabulary, or chunk the text and read and discuss as you go. (Alber, 2014)
According to Alber (2014), here are some strategies that can be used to scaffold a lesson:
1. Show and Tell - Model and demonstrate to students exactly what they are expected to do. You can use a "fish bowl activity" where a group of students are in the center of the room circled by the class. The middle group "fishbowl" are engaging in an activity and modeling how the activity is done for the whole group. The students on the outside can see how the activity is done while watching the inner group. Another strategy in this category is "think alouds". This process allows you to model your thought process as you read, solve a problem, etc.
2. Tap into Prior Knowledge - Have students share their experiences, ideas and knowledge about the concept of study. Help them connect their prior knowledge to the concept.
3. Give Time to Talk - All students need time to process new information. Giving students time to talk to others who are also engaged in the same experience will help them to make sense of the material. Try to use "think-pair-share", turn and talk, and structured talking time throughout the lesson.
4. Pre-Teach Vocabulary- Introduce new words to students prior to reading or beginning a lesson. Use analogies, metaphors, graphics, and discussions so they are prepared to tackle challenging text.
5. Use Visual Aids - Some scaffolding tools include, graphic organizers, pictures, and charts. Help students organize information, grasp concepts, and guide their thinking so students can grasp the information and apply it to their learning.
6. Pause, Ask Questions, Pause, Review - This strategy is used to check for understanding while students read difficult text or learn a new concept. Start by sharing a new idea from the text or discussion, then pause (providing think time), then ask a question and pause again. Design the question ahead of time to make sure they are guided an open ended questions. Have students discuss with a neighbor and give plenty of time for responses.
According to the Glossary for Education Reform (2014), some additional strategies for scaffolding a lesson include:
1. The teacher gives students a simplified version of a reading and/or assignment then gradually increases the difficulty or complexity over time.
2. The teacher describes, illustrates, or models the concept or problem to ensure understanding in multiple ways.
3. Students are given an example or model of an assignment that they expected to complete. The example would be explained as to why it is exemplary and how it represents high quality work.
4. The teacher clearly describes the purpose of the activity, the directions, and the learning objectives they are expected to achieve.
5. The teacher describes how the lesson builds on the previous knowledge and skills have been taught in a previous lesson.
Scaffolding is breaking up the learning into chunks, then providing a tool. or structure to use with each chunk. When scaffolding is used for reading, you could preview the text and discuss key vocabulary, or chunk the text and read and discuss as you go. (Alber, 2014)
According to Alber (2014), here are some strategies that can be used to scaffold a lesson:
1. Show and Tell - Model and demonstrate to students exactly what they are expected to do. You can use a "fish bowl activity" where a group of students are in the center of the room circled by the class. The middle group "fishbowl" are engaging in an activity and modeling how the activity is done for the whole group. The students on the outside can see how the activity is done while watching the inner group. Another strategy in this category is "think alouds". This process allows you to model your thought process as you read, solve a problem, etc.
2. Tap into Prior Knowledge - Have students share their experiences, ideas and knowledge about the concept of study. Help them connect their prior knowledge to the concept.
3. Give Time to Talk - All students need time to process new information. Giving students time to talk to others who are also engaged in the same experience will help them to make sense of the material. Try to use "think-pair-share", turn and talk, and structured talking time throughout the lesson.
4. Pre-Teach Vocabulary- Introduce new words to students prior to reading or beginning a lesson. Use analogies, metaphors, graphics, and discussions so they are prepared to tackle challenging text.
5. Use Visual Aids - Some scaffolding tools include, graphic organizers, pictures, and charts. Help students organize information, grasp concepts, and guide their thinking so students can grasp the information and apply it to their learning.
6. Pause, Ask Questions, Pause, Review - This strategy is used to check for understanding while students read difficult text or learn a new concept. Start by sharing a new idea from the text or discussion, then pause (providing think time), then ask a question and pause again. Design the question ahead of time to make sure they are guided an open ended questions. Have students discuss with a neighbor and give plenty of time for responses.
According to the Glossary for Education Reform (2014), some additional strategies for scaffolding a lesson include:
1. The teacher gives students a simplified version of a reading and/or assignment then gradually increases the difficulty or complexity over time.
2. The teacher describes, illustrates, or models the concept or problem to ensure understanding in multiple ways.
3. Students are given an example or model of an assignment that they expected to complete. The example would be explained as to why it is exemplary and how it represents high quality work.
4. The teacher clearly describes the purpose of the activity, the directions, and the learning objectives they are expected to achieve.
5. The teacher describes how the lesson builds on the previous knowledge and skills have been taught in a previous lesson.
Examples of how Scaffolding can be used in various content areas:
Math -
Scaffolding can be used quite easily in the content area of mathematics. It is a method that would naturally require scaffolding when teaching a new concept. Since many higher level problems build upon earlier knowledge, the teacher would have the opportunity to start with what the students already know, then demonstrate how to solve a more difficult problem with new knowledge. The teacher should demonstrate how to solve the problem by incorporating "think aloud" as a way to walk the student's through the thought process of problem solving. As the teacher models the skills to the class, this is the "I do" portion of scaffolding. Next, the student's would begin a problem together, with the assistance of the teacher. This portion is the "we do" part of scaffolding. The teacher may have the students work through the problem as a large group with help, or in pairs, small groups, etc. Finally, after modeling, and practice, the students would then work on a problem by themselves, which is the "you do" part of the strategy. Responsibility gradually shifts from the teacher to the student.
FACS -
In the content area of FACS, scaffolding is a natural part of teaching in the lab portion of Foods classes. If you use the example of teaching students knife skills for a vegetable soup lab, which requires cutting vegetables with various cuts, scaffolding is required in order to ensure success and safety. The way this process would work is that the teacher would first demonstrate how to hold a knife when cutting vegetables, and model how to dice, mince, julienne, shred, chop, etc. The next stage would be to go through each cut, allowing each student to practice while the teacher can monitor student progress, making corrections when necessary. Finally, would be the day of the lab, when the teacher would have the students preparing vegetable soup by cutting each vegetable according to the directions. Scaffolding in this situation allows students to move from dependence to independence, and success in the lab.
Scaffolding can be used quite easily in the content area of mathematics. It is a method that would naturally require scaffolding when teaching a new concept. Since many higher level problems build upon earlier knowledge, the teacher would have the opportunity to start with what the students already know, then demonstrate how to solve a more difficult problem with new knowledge. The teacher should demonstrate how to solve the problem by incorporating "think aloud" as a way to walk the student's through the thought process of problem solving. As the teacher models the skills to the class, this is the "I do" portion of scaffolding. Next, the student's would begin a problem together, with the assistance of the teacher. This portion is the "we do" part of scaffolding. The teacher may have the students work through the problem as a large group with help, or in pairs, small groups, etc. Finally, after modeling, and practice, the students would then work on a problem by themselves, which is the "you do" part of the strategy. Responsibility gradually shifts from the teacher to the student.
FACS -
In the content area of FACS, scaffolding is a natural part of teaching in the lab portion of Foods classes. If you use the example of teaching students knife skills for a vegetable soup lab, which requires cutting vegetables with various cuts, scaffolding is required in order to ensure success and safety. The way this process would work is that the teacher would first demonstrate how to hold a knife when cutting vegetables, and model how to dice, mince, julienne, shred, chop, etc. The next stage would be to go through each cut, allowing each student to practice while the teacher can monitor student progress, making corrections when necessary. Finally, would be the day of the lab, when the teacher would have the students preparing vegetable soup by cutting each vegetable according to the directions. Scaffolding in this situation allows students to move from dependence to independence, and success in the lab.
Video demonstrations on how to use Scaffolding for teaching reading comprehension
This video is a great example of how to scaffold reading comprehension with middle school students. This teacher models how to read a story. She starts with modeling the procedure, using a spoke diagram. This is the "I do" portion of the strategy. Next, the teacher has the students practice reading with a partner, and complete the activity together. This models the "We do" portion of the strategy. After the "We do" portion, the teacher brings the group back together to review. Finally, the students work on their own to use the strategy. This portion models the "You Do" part of the strategy. |
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This video demonstrates the importance of scaffolding as an instructional tool to support student learning. Scaffolding includes modeling procedures, teacher prompting, demonstrating how to solve problems, and differentiating the curriculum for all students. This video is working with elementary age students but the strategies can be used and applied to all grade levels. |
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How do the Writing standards apply to Scaffolding?
Scaffolding can be applied to all of the MN core writing standards. One standard that this strategy fits well in is 6.7.5.5. This standard says that with some guidance and support from peers and adults, students will use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. Depending on which standard the teacher is working on, they could scaffold any lesson or assignment to achieve the objectives in the writing standards. For the example of standard 6.7.5.5, the teacher could easily model for the students the writing process, then have them write a first draft. After the teacher then works with the student, offering suggestions on editing and revising, the student would go back and make changes. The process could involve peer editing as well. Finally, students would make revisions, and incorporate suggestions and comments to prepare the final draft on their own.