Module 11: Scaffolding Instruction

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Module 11 Scaffolding Instruction
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Essential Question
How can scaffolding instruction increase the
rigor of my classroom and allow more students to
achieve at higher levels?
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Round-Robin Brainstorming

• When we talk about scaffolding instruction, what
  comes to mind?
• In round-robin fashion, each person will share a
  thought.
• If you have nothing to add, you can pass.
• After everyone shares for the first time, anyone
  may add comments.

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Scaffolding

• Support for learning
• Can be provided by a teacher, other adult, or
  more experienced peer.
• May consist of modeling, questioning, providing
  visual organizers, or constructive feedback.
• Is gradually removed as the student gains the
  ability to work independently.

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Looking at Student Work

• Think about the student work that you brought.
• Which students appeared to have trouble with the
  assignment?
• What might have interfered with the learning
  process?
• Did students lack prerequisite skills?
• Did students have special learning needs that
  required additional attention?
• Did students have any ELL-related issues?

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Scaffolding Strategies from the Educators Toolbox

• To identify scaffolding strategies
• Briefly scan your copy of the Educators Toolbox.
• With a partner, choose a strategy that you might
  use to scaffold instruction.
• Discuss (using a concrete example to support) how
  you would implement the strategy.
• Be prepared to share out with the group.

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Zone of Proximal Development

• The distance between the individuals actual and
  potential development level.

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Stages of the ZPD
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Analyzing Instruction for Scaffolding

• To complete this activity
• Use the Analyzing Instruction for Scaffolding
  worksheet to analyze portions of the model unit.
• What evidence can we find that illustrates the
  building of knowledge through scaffolding
  instruction?

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Exit Slip

• On an exit slip, write one way you routinely
  scaffold instruction for your students.