Scaffolding Professional Learning

What should scaffolding look like to support ALL learners? How does gradual release fit into scaffolding and why is it flexible to meet the needs of all learners? How can I develop scaffolding? 2 Key Take Aways

Take a few minutes to discuss with those at your table how strategic and purposeful instructional scaffolds should be designed and implemented with students. Use these questions to guide your discussion. What is the purpose of scaffolds? Where am I going? (EXPECTATIONS) Where am I now? (PERFORMANCE) How do I close the gap? (SCAFFOLD) Does every student need the same scaffold? 3 Discussion

ACTION- Differentiation Scaffolding Gradual Release Leveraging Action Strategies for ALL learners 4

5 What is differentiation? 5 Differentiation is NOT a set of strategies... It’s an approach to teaching and learning. Strategies are tools to accomplish the goals of differentiation. Differentiated core instruction meets all learners where they are and scaffolds them to mastery of the learning target. Carol Tomlinson (2008)

6 Simple View of Scaffolding “As a new building is being erected, scaffolding helps provide external support. Once construction is complete, the scaffolding is taken down and the building can stand on its own. In a similar way, a teacher might initially provide extensive support to a student, but then gradually remove that support until the student is able to apply the concept independently.” ~Kenstick, J. 2013

What is Scaffolding? (More Complex) 7

1. Develop concreate versions of scaffolding by using the scaffolding cards as a human sort activity. 2. Use Scaffolding cards for teachers to find their “match”. 3. Then, give three classroom examples for the use of the “scaffold.” 4. Discuss the differentiated approach to using the scaffold. Table Talk and Human Matching Activity

ScaffoldsWays to use scaffolds in instructional setting Advance OrganizersTools used to introduce new content and tasks to help students learn about the topics: Venn diagrams, flow charts, outlines, rubrics, etc. Cue CardsPrepared cards given to individual or groups of students to assist in their discussion about a particular topic or content area Concept or mind mapsMaps that show relationships and help students see connections between concepts and have room for students to create own connections ExamplesSamples, specimens, illustrations, problems ExplanationsMore detailed information to move students along on a task or in their thinking of a concept CuesQuestions that help students see the bread crumbs between a part of a concept and the clear take away Instructional Scaffolds

ScaffoldsWays to use scaffolds in instructional setting PromptsA physical or verbal cue to remind-to aid in recall of prior or assumed knowledge Question CardsPrepared cards with content- and task- specific questions Question StemsIncomplete sentences which students complete StoriesStories relate complex and abstract material to situations more familiar with students Visual CuesPointing (call attention to an object); representational gestures (holding curved hands apart to illustrate roundness; moving rigid hands diagonally upward to illustrate steps or process), diagrams such as charts and graphs; methods of highlighting visual information.

Let’s talk about scaffolding rigorous lessons.

Building Thinkers Through Text-Based Objectives Students will be able to describe how the author characterizes Trisha and Mr. Falker, using the character’s description, dialogue, and actions. Students will be able to explain how the trapped bird is used as a symbol for the young narrator and how this symbol influences the narrator’s feelings at the end of the story.

No. Students need to engage in an intentional sequence of questions that guides them to the learning target. Does the little girl know what to expect the first night when she goes owling with her father? How do you know? What is it like in the woods? What words in the story help paint a picture of the little girl’s experience? Why does the girl say, “When you go owling, you don’t need words or warm or anything but hope.”? What line in the story tells us the little girl and her father have found an owl?

Students will be able to explain how the trapped bird is used as a symbol for the young narrator and how this symbol influences the narrator’s feelings at the end of the story.

Adapted from Northern Illinois University, Faculty Development and Instructional Design Center

How is gradual release like the capitol scaffolding? Is it linear? Can scaffolding go up and down? How do student needs direct the scaffolding? 16 Flexibility of Scaffolding

How is gradual release like the capitol scaffolding? Is it linear? Can scaffolding go up and down? How do student needs direct the scaffolding? 17 Flexibility of Scaffolding