1. Pointing Out the Bones Scaffolding for High-Potential Students

2. What is scaffolding?

3. Misconceptions vs. Reality 0 Kids initially think their skeletons … 0 1 0 2 0 3 0 4 0 5 0 6 0 Kids learn that their skeletons … 0 1 0 2 0 3 0 4 0 5 0 6

4. Why scaffold for gifted students?

5. Who needs scaffolding? 0 Students without rich language backgrounds 0 Students learning English 0 Students with learning difficulties or disabilities 0 Students from experience-poor backgrounds 0 Students who missed or didn’t understand an essential piece of instruction -- anyone who can’t make the connections between existing knowledge and new learning

6. When to scaffold 0 Only when a student needs it 0 Don’t overuse it 0 Don’t scaffold with everyone in the same way

7. Scaffolding is … OBVIOUS Making the (hidden) OBVIOUS

8. Examples Work in a small group and examine one of these: 0 Primary Interactive Journal Prompts 0 College of William & Mary poetry lesson from Autobiographies 0 Bones lesson plans What types of scaffolding is used in each example?

9. Aspects of instruction to scaffold 1. Foundational Transformational Information, Ideas, Materials, Applications 2. ConcreteAbstract Representations, Ideas, Applications, Materials 3. Simple Complex Resources, Research, Issues, Problems, Skills, Goals

10. Aspects of instruction to scaffold 4. Few FacetsMany Facets Disciplinary Connections, Directions, Stages of Development 5. Smaller LeapGreater Leap Applications, Insight, Transfer 6. More StructuredMore Open Solutions, Decisions, Approaches

11. Aspects of instruction to scaffold 7. Clearly Defined Problems Fuzzy Problems Process, Research, Products 8. LessGreater IndependenceIndependence Planning, Designing, Monitoring 9. SlowerQuicker Pace of Study, Pace of Thought

12. Scaffolding and Gifted Instruction 0 Some aspects of a lesson will look more like a lesson for gifted students 0 Some aspects will look more like a lesson for struggling learners 0 Because some gifted students are struggling leaners!

13. Tools, Strategies, & Structures 0 From Krista Smith, English Language Arts Specialist, Mesa County Valley District 51 0 Explains the strategy – the why, the how & the what 0 Explains how teachers can use the strategy 0 Explain what students get out of the strategy, and what the underlying difficulty is that the student is having that makes him or her need the strategy

14. Gradual Release of Responsibility