11/7/2022 0 Comments To scaffold meaning in educationModel how to approach a challenging math scenarioĪnalyze components of the collaboration rubric in small groups Model how to generate student questions during a project launch Scaffolding StrategyĮxample of Use to Scaffold Project Process With a little planning, any of the scaffolding strategies listed here can be used to scaffold either project process or content. Luckily, scaffolding strategies are versatile and power-packed tools – like the Swiss Army knives of teaching. As teachers design and facilitate projects, they need to think carefully about how to scaffold process skills (such as critical thinking/problem solving, collaboration, and self-management)-in addition to scaffolding students’ acquisition of core content. In some cases, you might determine which students would benefit from a given scaffold, and in other cases, you might help students self-determine the level of support and structure they might need. Provide the scaffold as an option and guide students to determine whether they need it.įor example, some students may benefit from a structured outline template for a written assignment, while other students may benefit from the challenge of thinking through organization of their writing without this scaffold.Use the scaffold strategically with a select group of students, or.However, it’s also important to ask, “Will reliance on this scaffold inhibit the growth, learning, or challenge of any students?” If the answer to this question is “yes,” consider one of the following approaches: Students who need these sentence starters can refer to them, while students who have internalized them can disregard. One question that commonly arises in teacher explorations of scaffolding in PBL is, “Do I provide the same scaffolds to all of my students?”įirst, ask yourself: “Can all students potentially benefit from having access to this scaffold?” If the answer is “yes,” make the scaffold available to all learners.įor example, if you want students to be engaging in academic conversations, you might teach a lesson early in the year in which you introduce sentence starters for these conversations, and then post a chart with the sentence starters on the classroom wall. Offering sentence stems/language models.Creating opportunities for student conversation/discussion.Offering verbal cues and guiding questions.Using hands-on activities and manipulatives.The following are examples of common scaffolds that can be used to support student understanding: Scaffolds can take many forms, and the selection of appropriate scaffolds depends in large part on the nature of the content and the needs of the students. In order to effectively scaffold, it is important for teachers to know and leverage what students can already do independently in order to ensure that the scaffolds introduced both meet students where they are and stretch them towards mastery and independence of the next-level skill.įor example, a teacher might provide both a written text and an audio recording of a reading at a lexile level higher than the student’s current level, or might use a meaning-making text protocol to support all students’ understanding of the text. Like training wheels on a bicycle, scaffolding is introduced when students need support and, in many cases, removed when no longer necessary, as students’ mastery and independence increase over time.Įffective scaffolding is both an art and a science – it demands that teachers have a deep understanding of students’ strengths and needs as well as a clear vision of where students are headed. Scaffolds help move students from what they can do now to what they will be able to do later. The term scaffolding is used to describe the supports provided to students in order to help them access and strengthen a new concept or skill. Originally published – updated Mar 10, 2021.
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