1. SCAFFOLDING KNOWLEDGE SCAFFOLDING ASSISTANCE SCAFFOLDING COMPLEXITY Building on what students already know (you have to find out what they know to do this) 3 KINDS OF SCAFFOLDING Gradually shifting responsibility of mediation (thinking process that direct the use of skills & strategies) onto the student Gradually increasing sophistication of strategy being learned Gradually increasing difficulty of practice materials

2. So what’s wrong with this picture? Teacher finishes a unit on photosynthesis Students take unit test. Teacher records grades in record book Teacher begins new unit on weather cycle by explaining the process of evaporation 1.The teacher moved on through curriculum regardless of whether students demonstrated mastery of key ideas Sample scenario … 2. The teacher failed to find out what students already knew about the weather cycle, as well as the misconceptions of it they may have Should have used to results of the unit test to determine what to teach next

3. So what’s wrong with this picture? Teacher finishes a unit on photosynthesis Students take unit test. Teacher records grades in record book Teacher begins new unit on weather cycle by explaining the process of evaporation 1.The teacher moved on through curriculum regardless of whether students demonstrated mastery of key ideas Sample scenario … 2. The teacher failed to find out what students already knew about the weather cycle, as well as the misconceptions of it they may have Effective instruction scaffolds or builds on what students already know SCAFFOLDING KNOWLEDGE

4. Effective instruction scaffolds or builds on what students already know SCAFFOLDING KNOWLEDGE

5. Good skill instruction uses scaffolded assistance So what’s wrong with this picture? Model use of a graphic organizer for students Give the assignment & ask them to construct a graphic organizer Help students who seem to be struggling Another sample scenario …

6. Good skill instruction uses scaffolded assistance So what’s wrong with this picture? Model use of a graphic organizer for students Give the assignment & ask them to construct a graphic organizer Help students who seem to be struggling Another sample scenario … SCAFFOLDING ASSISTANCE

7. I DO IT WE DO IT Y’ALL DO IT YOU DO IT SCAFFOLDING ASSISTANCE

8. I DO IT WE DO IT Y’ALL DO IT YOU DO IT SCAFFOLDING ASSISTANCE

9. SCAFFOLDING ASSISTANCE using new think-sheets I DO IT Provide students with a completed think-sheet about the lesson, & guide them through it as ideas noted on it are explained Usually requires doing it this way only once or twice Never really stop using this approach, use at least different 5 times before incorporating “Y’all do it” activities Never really stop using this approach, use at least different 5 times before incorporating “You do it” activities WE DO IT Provide students with a blank think-sheet; as the lesson unfolds, teacher and class together decide what important ideas should be noted on it and where Y’ALL DO IT Provide activities where students work in small groups or pairs to complete a think-sheet about the lesson topic Y’OU DO IT Provide think-sheet assignments must complete independently

10. I DO IT YOU DO IT A common mistake I’ve made many times … Show students how to do something Try to get students to do it SCAFFOLDING ASSISTANCE Students who struggled when I taught this way were considered less intelligent

11. I DO IT WE DO IT Y’ALL DO IT YOU DO IT Try to get students to do it Show students how to do something STOP What I should have been doing is … A common mistake I’ve made many times … SCAFFOLDING ASSISTANCE

12. SCAFFOLDING simplecomplex The following examples show how scaffolding complexity looks when using think-sheets The goal is to begin by using a think-sheet that relatively easy for students to learn to use … … and then eventually enable the student to use highly sophisticated versions SCAFFOLDING COMPLEXITY

13. Simple SCAFFOLDING COMPLEXITY

14. Simple Slightly more complex SCAFFOLDING COMPLEXITY

15. Simple Slightly more complex SCAFFOLDING COMPLEXITY

16. Simple Slightly more complex Main idea More sophisticated SCAFFOLDING COMPLEXITY

17. Simple Slightly more complex Much more sophisticated Main idea More sophisticated SCAFFOLDING COMPLEXITY

18. Good concept instruction is recursively scaffolded New concept is introduced at a simple level Example … Plants make their own food using sunlight and water. SCAFFOLDING COMPLEXITY

19. Plants make their own food using sunlight and water. Photosynthesis: New concept is revisited with a new layer of information Good concept instruction is recursively scaffolded SCAFFOLDING COMPLEXITY

20. Plants make their own food using sunlight and water. Photosynthesis: Plants mix chlorophyll with water to generate a sugary plant food New concept is revisited with a new layer of information Good concept instruction is recursively scaffolded SCAFFOLDING COMPLEXITY

21. New layer … Plants make their own food using sunlight and water. Photosynthesis: Plants mix chlorophyll with water to generate a sugary plant food Water enters plant via transpiration … etc. Sunlight is trapped by chloroplasts … etc. Good concept instruction is recursively scaffolded SCAFFOLDING COMPLEXITY

22. Good concept instruction is recursively scaffolded Plants make their own food using sunlight and water. Photosynthesis: Plants mix chlorophyll with water to generate a sugary plant food Water enters plant via transpiration … etc. Sunlight is trapped by chloroplasts … etc. Chemistry involved in creating complex carbohydrates New layer … SCAFFOLDING COMPLEXITY

23. The following illustrates scaffolded complexity of an editing strategy (SCOPE) so that it is developmentally appropriate

24. This is a much more sophisticated version of the same strategy that students eventually learn sea vs. see there vs. their hear vs. here tiger vs. proper nouns Bengal Tiger Watch out for “ie” vs. “ei” vowel combinations” RULE: “i” before ”e” except after “c” The boys is going fishing. vs. The boys are going fishing.

25. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do I do itWe do itY’all do itYou do it Main idea

26. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do I do itWe do itY’all do itYou do it Main idea

27. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do I do itWe do itY’all do itYou do it Main idea

28. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do I do itWe do itY’all do itYou do it Main idea

29. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do I do itWe do itY’all do itYou do it Main idea As students move to more complex applications, scaffolding assistance is provided again as needed

30. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do I do itWe do itY’all do itYou do it Main idea As students move to more complex applications, scaffolding assistance is provided again as needed

31. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do I do itWe do itY’all do itYou do it Main idea As students move to more complex applications, scaffolding assistance is provided again as needed

32. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do I do itWe do itY’all do itYou do it Main idea As students move to more complex applications, scaffolding assistance is provided again as needed

33. Really good teachers provide scaffolding simultaneously on multiple dimensions … They scaffold assistance as students are learning how to do something They scaffold the complexity of what students are learning how to do They scaffold the complexity of the concept being taught at the same time the new skill is being taught I do itWe do itY’all do itYou do it Main idea For example, they recursively teach “photosynthesis” The amazing thing is that they do all of this simultaneously, but at different levels for different students, depending on each students’ needs!