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

2. 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)

3. 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… "

4. 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

5. 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

6. 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

7. 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)

8. Content Scaffolding Task Scaffolding Material Scaffolding Content Scaffolding Task Scaffolding Material Scaffolding

9. 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

10. 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

11. 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

12. 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

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

15. 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.

16. 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

17. 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

18. Guided Notes

19. Adapted/Guided Worksheet

20. 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

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

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

23. 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

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

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

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

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

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

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

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

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

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

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

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

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

36. 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.

37. 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

38. 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

39. 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.

40. Using Pre-printed Response Cards

41. Warp is another name for the __________________ threads.

42. Lengthwise Warp is another name for the __________________ threads. Lengthwise

44. Bias

45. Weft is another name for the ____________________threads.

46. Crosswise Weft is another name for the ____________________threads. Crosswise

47. ??

48. Lengthwise

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

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

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

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

53. ??

54. Crosswise

55. These yarns run parallel to selvage

56. Lengthwise These yarns run parallel to selvage Lengthwise

58. Selvage

59. These yarns run perpendicular to the selvage

60. Crosswise These yarns run perpendicular to the selvage Crosswise

61. Use real examples…

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

63. Natalie Williams – nataliewilliams1@weber.edu nataliewilliams1@weber.edu Monica Giffing – monica.giffing@nebo.edu monica.giffing@nebo.edu Natalie Williams – nataliewilliams1@weber.edu nataliewilliams1@weber.edu Monica Giffing – monica.giffing@nebo.edu monica.giffing@nebo.edu