Scaffolding Instruction Support for Learners. Adapted (with permission) from: From Apprenticeship to...
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Transcript of Scaffolding Instruction Support for Learners. Adapted (with permission) from: From Apprenticeship to...
Scaffolding Instruction
Support for Learners
Adapted (with permission) from:
From Apprenticeship to
Appropriation:
Scaffolding
the Development of Academic Language by English Learners
K-16
Wested, Teacher Professional Development, 2003
What is scaffolding?
Wested, Teacher Professional Development, 2003
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
Type of Scaffold
1. Modeling
Wested, Teacher Professional Development, 2003
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
Phrases for Students To Use When They Don’t 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 don’t understand that idea/word/remark/question.
So you mean that…(paraphrase).
In other words, you are saying that…(paraphrase)
Wested, Teacher Professional Development, 2003
Why would you model these phrases?
Wested, Teacher Professional Development, 2003
Type of Scaffold
2. Bridging
Wested, Teacher professional Development, 2003
Anticipatory Guide
Read the following statements and decide whether you agree with them or not.
1. Some people in Wisconsin are farmers.
2. Farming is often hard work.
3. Farm families may raise cows, pigs, and chickens.
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
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.
Support No Support Why? Explain using your own words.
1.
2.
3.
4.
X
X
X
X
This is a model of explicit instruction. Anticipating and revisiting are necessary for
ESL and many other learners.
Type of Scaffold
3. Contextualization
Wested, Teacher Professional Development, 2003
Context
Surrounding new concepts with a sensory environment, thus clarifying them.
Wested, Teacher Professional Development, 2003
Images are not dependent on language.
They are important scaffolds.
Wested, Teacher Professional Development, 2003
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
Type of Scaffold
4. Schema building
Wested, Teacher Professional Development, 2003
Schema
Clusters of concepts that are interconnected.
Wested, Teacher Professional Development, 2003
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
Name 1 Name 2
Attribute 1
Attribute 2
Attribute 3
Sequence of Events Chain
What happened?
1st?
2nd?
…
Wested, Teacher Professional Development, 2003
The students can drawpictures or write in the boxes
after talking together with the teacher.
Wested, Teacher Professional Development, 2003
Type of Scaffold
5. Metacognitive Development
Wested, Teacher Professional Development, 2003
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
Types of Question-Answer Relationships
1. Right there
The reader can immediately identify the answer because it is stated explicitly in the text.
2. Think and search
The answer is implicit in the text. The reader must analyze, infer, draw logical conclusions, etc.
3. On my own
The reader has questions related to the topic that are not included in the text.
4. Writer and meIf the reader were right in front of the author, what questions would s/he ask?
Wested, Teacher Professional Development, 2003
Think Aloud
1. 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
VisualizeNEW 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
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
Make all students write.
• 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
Review of Scaffolding
• Modeling
• Bridging
• Contextualization
• Schema Building
• Metacognition
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 teacher’s
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
Support for Academic Learning
• Scaffolding supports academic learning for many learners and using scaffolding during instruction is vital to successful teaching.