Monica D. Giffing, M.S., Nebo School District Natalie A. Williams, Ph.D., Weber State University

Our instruction can meet the needs of all students when we address the following: Planning Stage –Lesson Plan Adaptations Instructional Stage –Scaffolding Assessments –Extended time –Projects (e.g., cell catalog) Our instruction can meet the needs of all students when we address the following: Planning Stage –Lesson Plan Adaptations Instructional Stage –Scaffolding Assessments –Extended time –Projects (e.g., cell catalog)

Use key words while teaching – "Write this down" – "Let me summarize" – "Let me say it again" – "This is important" – "I'll write this on the board" – "Remember… " Use key words while teaching – "Write this down" – "Let me summarize" – "Let me say it again" – "This is important" – "I'll write this on the board" – "Remember… "

A supporting frameworkA supporting framework Instructional scaffolding –Supports are added for students to enhance learning and aid in the mastery of tasks –Systematically building on students' experiences and knowledge while learning new skills –Supports are temporary and adaptable, as students master tasks, the supports are gradually removed A supporting frameworkA supporting framework Instructional scaffolding –Supports are added for students to enhance learning and aid in the mastery of tasks –Systematically building on students' experiences and knowledge while learning new skills –Supports are temporary and adaptable, as students master tasks, the supports are gradually removed

Scaffolding is most useful for teaching new tasks or strategies with multiple steps Any student at any grade level can benefit from instructional scaffolding Scaffolding may be applied to any academic task Scaffolding is most useful for teaching new tasks or strategies with multiple steps Any student at any grade level can benefit from instructional scaffolding Scaffolding may be applied to any academic task

Modeling – Teacher models and/or demonstrate the steps Practice – Students, either as individuals or as a group, must have the opportunity to practice the task or the strategy – Students with disabilities (& without) require more practice to reach mastery Modeling – Teacher models and/or demonstrate the steps Practice – Students, either as individuals or as a group, must have the opportunity to practice the task or the strategy – Students with disabilities (& without) require more practice to reach mastery

Model the process of error detection and correction as a part of the scaffolding process – Model "stuckness.“ Simulate getting stuck and model how to talk themselves through the problem rather than giving up – Stages of Mitosis (IPMAT) Model the process of error detection and correction as a part of the scaffolding process – Model "stuckness.“ Simulate getting stuck and model how to talk themselves through the problem rather than giving up – Stages of Mitosis (IPMAT)

Content Scaffolding Task Scaffolding Material Scaffolding Content Scaffolding Task Scaffolding Material Scaffolding

Select content that is not too difficult or unfamiliar for students learning a new skill The students can focus on the skill being taught, without getting stuck in the content Select content that is not too difficult or unfamiliar for students learning a new skill The students can focus on the skill being taught, without getting stuck in the content

Use Easy Content Use easy content to teach a new task or strategy, this allows the students to better focus on the strategy itself After student develops confidence with the strategy, the teacher can gradually increase the difficulty of the task Use Easy Content Use easy content to teach a new task or strategy, this allows the students to better focus on the strategy itself After student develops confidence with the strategy, the teacher can gradually increase the difficulty of the task

Start With the Easy Steps Perform and model the more difficult steps Teacher continues to model the same steps while changing the content Start With the Easy Steps Perform and model the more difficult steps Teacher continues to model the same steps while changing the content

Strategy: Word Web I do: Personal Web We do: Personal Web with teacher support You do: Color Wheel as a small group Strategy: Word Web I do: Personal Web We do: Personal Web with teacher support You do: Color Wheel as a small group

Color Wheel Primary Secondary Tertiary Neutral Red- Orange Yellow - Green Blue- Violet Red Yellow Blue Black Brown Gray Orange Green Violet

Teacher specifies the steps in a task or instructional strategy Teacher models the steps in the task – Verbalizing his or her thought processes – Think aloud and talk through each step Students practice the task independently. Give the students more and more responsibility for steps in a strategy or task. Teacher specifies the steps in a task or instructional strategy Teacher models the steps in the task – Verbalizing his or her thought processes – Think aloud and talk through each step Students practice the task independently. Give the students more and more responsibility for steps in a strategy or task.

For each individual part of the cell teacher defines and displays Students build their own from play-doh For each individual part of the cell teacher defines and displays Students build their own from play-doh

Involves the use of written prompts and cues to help the students perform a task – Cue sheets or guided examples students can use: For further reference Reduces confusion and frustration Study guides Involves the use of written prompts and cues to help the students perform a task – Cue sheets or guided examples students can use: For further reference Reduces confusion and frustration Study guides

Guided Notes

Adapted/Guided Worksheet

achievement engagement Correlation between student achievement and academic engagement feedback ASR provides the teacher with important feedback on-task behavior ASR is correlated with more on-task behavior achievement engagement Correlation between student achievement and academic engagement feedback ASR provides the teacher with important feedback on-task behavior ASR is correlated with more on-task behavior

Choral Responding Response Cards Class-wide Peer Tutoring Choral Responding Response Cards Class-wide Peer Tutoring

Choral responding (CR) - all students in the class respond orally in unison to each question, problem, or item presented by the teacher.

CR is appropriate for curriculum that meets three criteria – Has one correct answer – Relatively short answers – Is suitable for fast presentation CR is appropriate for curriculum that meets three criteria – Has one correct answer – Relatively short answers – Is suitable for fast presentation

To heat an oven or utensil to a temperature before using it.

Preheat To heat an oven or utensil to a temperature before using it. Preheat

To work dough with the heels of your hands in a pressing and folding motion until it becomes smooth and elastic.

Knead To work dough with the heels of your hands in a pressing and folding motion until it becomes smooth and elastic. Knead

To gently swirl one food into another; usually done with light and dark batters for cakes or cookies

Marble To gently swirl one food into another; usually done with light and dark batters for cakes or cookies Marble

To cook a food in the vapor given off by boiling water.

Steam To cook a food in the vapor given off by boiling water. Steam

To brown a food, usually meat, quickly on all sides using high heat to seal in the juices.

Sear To brown a food, usually meat, quickly on all sides using high heat to seal in the juices. Sear

“To the tooth”, a term to indicate pasta is cooked just enough to keep a firm texture.

Al dente “To the tooth”, a term to indicate pasta is cooked just enough to keep a firm texture. Al dente

To cook food in liquid for a long time until tender, usually in a covered pot; also the name of the mixture prepared this way.

Stew To cook food in liquid for a long time until tender, usually in a covered pot; also the name of the mixture prepared this way. Stew

Response cards are cards, signs, or items which each student holds up to display his or her answer for the teacher. RC have an advantage over CR…they make it easier to assess each students’ performance Response cards are cards, signs, or items which each student holds up to display his or her answer for the teacher. RC have an advantage over CR…they make it easier to assess each students’ performance

Preprinted response cards are a card, or set of cards on which all possible answers are printed. Write-on response cards are cards on which students mark or write their own responses for each trial. Preprinted response cards are a card, or set of cards on which all possible answers are printed. Write-on response cards are cards on which students mark or write their own responses for each trial.

Using Pre-printed Response Cards

Warp is another name for the __________________ threads.

Lengthwise Warp is another name for the __________________ threads. Lengthwise

Bias

Weft is another name for the ____________________threads.

Crosswise Weft is another name for the ____________________threads. Crosswise

??

Lengthwise

This is the finished edge of fabric made of weft and warp yarns

Selvage This is the finished edge of fabric made of weft and warp yarns Selvage

This runs in a crosswise direction in fabric that runs at a 45 o angle

Bias This runs in a crosswise direction in fabric that runs at a 45 o angle Bias

??

Crosswise

These yarns run parallel to selvage

Lengthwise These yarns run parallel to selvage Lengthwise

Selvage

These yarns run perpendicular to the selvage

Crosswise These yarns run perpendicular to the selvage Crosswise

Use real examples…

Education is the ability to listen to almost anything without losing your temper or your self- confidence. ~Robert Frost

Natalie Williams – Monica Giffing – Natalie Williams – Monica Giffing –