Scaffolding Instruction

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Scaffolding Instruction

• Support for Learners

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Adapted (with permission) from

• From Apprenticeship to
• Appropriation
• Scaffolding
• the Development of Academic Language by English
  Learners
• K-16
• Wested, Teacher Professional Development, 2003

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What is scaffolding?

• Wested, Teacher Professional Development, 2003

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Think-Jot Down-Share or Reflect

• What comes to your mind when you think of a
  scaffold?
• Name two purposes scaffolds are used for.
• Wested, Teacher Professional Development, 2003

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Type of Scaffold

• Modeling
• Wested, Teacher Professional Development, 2003

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Modeling Language for Text Discussion

• I think this phrase means
• This part reminds me of the time
• I agree with I also think
• I have the same opinion as I also think
• I disagree with I think that
• I think differently than I think that.
• Why do you think
• What is your evidence that
• Can you give me one example that supports your
  notion that
• Wested, Teacher Professional Development, 2003

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Phrases for Students To Use When They Dont
Understand

• Questions
• Will you please repeat that word/sentence/question
  ?
• What do you mean by.?
• Would you mind going over that again a little
  more slowly?
• Can you explain that another way?
• Can you give me another example of that?
• Can you tell me more about that?
• Responses
• I dont understand that idea/word/remark/question.
  
• So you mean that(paraphrase).
• In other words, you are saying that(paraphrase)
• Wested, Teacher Professional Development, 2003

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Why would you model these phrases?

• Wested, Teacher Professional Development, 2003

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Type of Scaffold

• 2. Bridging
• Wested, Teacher professional Development, 2003

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Anticipatory Guide

• Read the following statements and decide whether
  you agree with them or not.
• Some people in Wisconsin are farmers.
• Farming is often hard work.
• Farm families may raise cows, pigs, and chickens.
  

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Why Anticipate?

• The idea here is that having children predict
  first helps them think and helps them focus when
  they read or write.
• Wested, Teacher Professional Development, 2003

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Revisiting Our Initial ImpressionsExtended Guide

• Now that you have read the story about farming,
  go back to your original impressions and decide
  whether the text supports them or not. If it does
  not, indicate why not using your own words.

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This is a model of explicit instruction.
Anticipating and revisiting are necessary for ESL
and many other learners.
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Type of Scaffold

• 3. Contextualization
• Wested, Teacher Professional Development, 2003

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Context

• Surrounding new concepts with a sensory
  environment, thus clarifying them.
• Wested, Teacher Professional Development, 2003

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Images are not dependent on language.They are
important scaffolds.Wested, Teacher
Professional Development, 2003
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Other Ways of Contextualizing

• Use metaphors from students funds of knowledge.
• Use selected video clips with or without sound.
• Play music connected to the theme to be read.
• Wested, Teacher Professional Development, 2003

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Type of Scaffold

• 4. Schema building
• Wested, Teacher Professional Development, 2003

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Schema

• Clusters of concepts that are interconnected.
• Wested, Teacher Professional Development, 2003

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Compare/Contrast Matrix

• Appropriate for similarities and differences
  between
• Two things (or more)
• People
• Events
• Ideas, etc.
• Key considerations
• What things are being compared?
• How are they similar?
• How are they different?
• Wested, Teacher Professional Development, 2003

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Sequence of Events Chain

• What happened?
• 1st?
• 2nd?
• Wested, Teacher Professional Development, 2003

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The students can drawpictures or write in the
boxesafter talking together with the
teacher. Wested, Teacher Professional
Development, 2003
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Type of Scaffold

• Metacognitive Development
• Wested, Teacher Professional Development, 2003

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Metacognition

• Thinking about the thinking process involved in
  an action
• Conscious monitoring of strategic behavior
• Planning strategic behavior
• Self-assessment
• Wested, Teacher Professional Development, 2003

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Types of Question-Answer Relationships

• Right there
• The reader can immediately identify the answer
  because it is stated explicitly in the text.
• Think and search
• The answer is implicit in the text. The reader
  must analyze, infer, draw logical conclusions,
  etc.
• On my own
• The reader has questions related to the topic
  that are not included in the text.
• Writer and me
• If the reader were right in front of the author,
  what questions would s/he ask?
• Wested, Teacher Professional Development, 2003

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Think Aloud

• Read the title ANTICIPATE
• Review your knowledge of the topic.
• 2. Read the first sentence STOP
• Put content in your own words.
• Connect it to concepts you already know.
• 3. Read the next sentence STOP
• Rephrase
• Connect
• Visualize
• NEW WORD?
• 1st time Guess! No solution? Put on hold!
• 2nd time Guess! No solution? Put on hold!
• 3rd time No answer? Now check the dictionary!
• Wested, Teacher Professional Development, 2003

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Self-Assessment

• Think about the many new ideas we have discussed
  in class this week. Try to categorize them.
• Perfectly clear
• More or less clear
• I need to work more on
• Wested,Teacher Professional Development, 2003

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Make all students write.
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• Who needs scaffolded instruction in your class?
• How often and how much scaffolding do these
  children need?
• Is this a language issue, a social class issue,
  and/or a learning issue?
• Why?
• Wested, Teacher Professional Development, 2003

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Review of Scaffolding

• Modeling
• Bridging
• Contextualization
• Schema Building
• Metacognition

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Conditions for Scaffolding

• 1. CONTINUITY 4. CONTINGENCY
• Tasks are repeated with variations Task
  procedures depend on actions of
• and are connected to one another.
  learners, participants, orient teachers
• actions.
• 2. SUPPORT FROM CONTEXT
• Exploration is encouraged in a safe, 5.
  HANDOVER/TAKEOVER
• supportive environment. Access to
  Learner autonomy increases as skills and
• means and goals is promoted in a
  confidence grow. Teachers attend to
• variety of ways. learner's readiness
  to take over
• increasing parts of the action.
• 3. INTERSUBJECTIVITY
• Mutual engagement, meanings are 6. FLOW
• co-constructed by participants. Skills
  and challenges are in balance.
• Participants are focused on the task
  and
• in tune with it.
• Wested, Teacher Professional Development, 2003

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Support for Academic Learning

• Scaffolding supports academic learning for many
  learners and using scaffolding during instruction
  is vital to successful teaching.