MEGA Conference 2014
SCAFFOLDING INSTRUCTION:
When should we do it and
what does it look like?
CCRS Implementation Survey
Outcome - 2014
Question 9: Asked about teacher preparedness to teach the College and
Career Readiness Standards to various Alabama students.
91.3% All Students
61.3% Students w/ Disabilities
59.4% English Learners
Outcomes
1. Participants will investigate the practice of Instructional
Scaffolding.
2. Participants will connect the practice of Instructional Scaffolding to
Formative Assessment through research and planning questions.
3. Participants will discuss the challenge of reading complex text and
observe classroom methods for instructional scaffolding.
4. Participants will identify and discuss strategies that will guide
teachers and leaders through implementing and sustaining
professional learning.
Outcome 1
Participants will
investigate
the practice of
Instructional
Scaffolding.
Building a Definition
What is scaffolding?
Dictionary.com
[skaf-uh ld, -ohld] Show
IPA
noun
1. a temporary structure
for holding workers and
materials during the repair,
or decoration of a building.
Basic Definition
What is Instructional
Scaffolding?
• Traditional thinking:
Temporary support structures a
teacher puts in place to assist
students in accomplishing a task
they might otherwise not reach
– The ‘more knowing other’
– Much emphasis on:
• Rubrics, Feedback & Goal
Setting
– Supports later removed.
• Also thought of as Instructional
Strategies
• Both views supported by
research-based best practice
Think-Write-Pair-Share
What do you think may be the biggest
challenge and the
greatest benefit from
Instructional Scaffolding?
It’s all in the way we USE the strategy to
support the learner!
Guidelines for Implementation
•
Select suitable tasks that match the standard being taught.
• Allow students time to create instructional goals for themselves.
• Consider students backgrounds and prior knowledge as goals are set, and
throughout learning.
• Create a welcoming, safe, and supportive learning environment that
encourages risk taking in learning.
• Provide encouragement and praise (‘Being a witness to the good’, High Impact
Instruction, Jim Knight, p. 320) to help learners stay focused on their goal.
• Use a variety of supports during a task (ex. Learning Maps, stories, visual
aides, gestures, feedback, rubrics, diagrams, etc.).
• Help students become less dependent on instructional supports as they
work on tasks.
It’s all in the way we USE the strategy to
support the learner!
ANCHOR CHARTS AND
WORD WALLS
INVESTIGATING
INSTRUCTIONAL
SCAFFOLDS
Anchor Charts
are a simple form
of instructional
Scaffolding.
Removing them
occurs when they
are no longer
needed.
myclassroomideas.com/authors-purpose-easy-as-pie-anchor-chart/
Tier III
Domain Specific Words
http://api.ning.com/files/IJ1A9eT5LS0Ks4Vv3QTnTA-5Zw6CnuaVCibV3oTBiM6q6c27xwtZ6QvOtCNA8rSdSgpWwCybAIwU9rYrn0CH6PFbffqhAJ3r/WordWall.jpg
A synonym
word wall can
provide a
scaffold to
students who
struggle with
their writing.
http://www.theclassroomcreative.com/wp-content/uploads/2012/08/literacyb8a8e203-30a2-4979-8663-78fe70b6f94d.jpg
Snapshot from a ‘Teaching Channel Video’ - Time 6:39
Front-loading
vocabulary for
a novel.
Student use
the word wall
and the photos
to predict what
will happen
prior to
reading a
chapter.
INTERACTIVE WORD WALLS
Making Connections between Vocabulary Words
Embed or link to video:
INTERACTIVE WORD WALL
By: Expeditionary Learning on VIMEO
Available at:
http://vimeo.com/84900192
Utilizes the
Speaking
and
Listening
Standards!
Video Time 2:13
vimeo.com/84900192
THINKING PROMPT: Notice how students make connections between the vocabulary words –
how might this scaffold a reading or writing assignment?
It’s all in the way we USE the strategy to support the learner!
LEARNING MAPS AS AN
INSTRUCTIONAL
SCAFFOLD
Jim KnightHigh Impact
Instruction
3rd Grade Learning Map –
Narrative Writing
Embed or link to video:
Video 4.1 Carrie Hochgrebe learns about learning maps
By: Corwin Press
Available at:
http://www.corwin.com/highimpactinstruction/videos/v4.1.htm
Video 4.1 - Time 3:19
Carrie Hochgrebe & LEARNING MAPS – a SCAFFOLDING TOOL
for Frontloading Students and helping students CONNECT CONTENT
THINKING PROMPT: How is a
Learning Map an Instructional
Scaffold?
• Visualize the content
• They Show the Big Picture: Where are we going/Where have
we been/How do all of these items CONNECT!
• They Keep Students and Teachers on Track
• They Structure the Beginning and Ending of Lessons
• They Make Connections Explicit: How does one topic relate to
another?
• They Help Struggling Note-Takers: Organize thinking.
• They Serve as a Living Study Guide: an ongoing study guide
Rubrics are encompassed by the traditional definition of scaffolding!
INVESTIGATING
RUBRICS AS AN
INSTRUCTIONAL
SCAFFOLD
Rubrics and Scaffolding
•
Scaffolds should always compliment instructional objectives.
•
Provide an outline of the goal – where are we going with this learning?
•
Provide a rubric of how work will be assessed.
•
Students work on their task, evaluating themselves against the rubric.
•
Teacher provides feedback, next steps against a rubric.
•
Student continues work on the task.
•
The pattern continues until the task is completed.
•
A new rubric may be added for the next phase of the same task (ex. Writing –
reflect back on that Narrative learning Map and all of its parts).
Northern Illinois University, Faculty Development and Instructional Design Center http://edglossary.org/scaffolding
4
Above Grade
Level
3
Grade Level
2
Approaching
Grade Level
1
Below Grade
Level
0
ENHANCED EXPECTATIONS: The student has all of the skills outlined by the
standard and demonstrates applications and inferences that extend beyond
the standard.
OUTLINE EXPECTATIONS FROM STANDARD: The student demonstrates
no major errors regarding any of the information and/or processes
taught from the standard.
APPROACHING THE STANDARD: The student responds with minor
deviations or omissions from the standard.
BELOW THE STANDARD: The student provides responses that indicate a
distinct lack of understanding of the standard however partial knowledge does
exist.
NO RESPONSE/ATTEMPT: The student provides little or no response. Even
with help the student does not exhibit a partial understanding of the standard.
Develop a rubric for desired standardsbased skills allowing for repeated
attempts before mastery is attained
Creating Standards Based
Rubrics
• CCRS # 24: Write narratives to develop
real or imagined experiences or events using effective
technique, descriptive details, and clear event
sequences. [W.3.3]
• a. Establish a situation and introduce a narrator,
characters, or both; organize an event sequence that
unfolds naturally. [W.3.3a]
• b. Use dialogue and descriptions of actions, thoughts,
and feelings to develop experiences and events or
show the response of characters to situations.
[W.3.3b]
• c. Use temporal words and phrases to signal event
order. [W.3.3c]
• d. Provide a sense of closure. [W.3.3d]
•
•
Established a vivid situation, introduced interesting characters and/or a narrator.
Organized an interesting event sequence, used words/phrases to show the order of
events (temporal words) and provided closure that naturally followed events..
Creatively described action, thoughts and feelings to describe events/experiences.
Vivid dialogue for characters responding to situations.
•
•
•
•
Established a situation, introduced characters and/or a narrator.
Organized a clear event sequence, provided closure, used temporal words.
Described action, thoughts and feelings to describe events/experiences.
Used dialogue to support plot.
•
•
•
•
Established a situation and attempts to introduce characters and/or a narrator.
Event sequence may confuse reader and attempts closure.
Irrelevant or minimal action, thoughts and feelings to describe
events/experiences.
Attempts to use dialogue to support plot.
Below Grade
Level
•
•
•
•
Does
Does
Does
Does
0
•
The student provides little or no response.
•
Above Grade •
4
Level
3
At Grade
Level
2
Approaching
Grade Level
1
not
not
not
not
establish a situation, introduce characters and/or a narrator.
organized a clear event sequence or closure; confusing.
include any action, thoughts or feelings to describe events/experiences.
use dialogue to support plot.
Sample Rubric for Narrative Writing – Grade 3
CCRS # 22 / CCSS W 3a-d & 4
On this writing task, I will be working on, and
would like to receive feedback on, _Event sequencing__.
In my next writing assignment, I need to
work on_____________________.
The CHALLENGES of
Instructional Scaffolding:
• Planning for and implementing scaffolds is time
consuming and demanding.
• Selecting appropriate scaffolds that match the
diverse learning and communication styles of
students.
• Knowing when to remove the scaffold so the
student does not rely on the support.
• Not knowing the students well enough (their
cognitive and affective abilities) to provide
appropriate scaffolds.
Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, www.niu.edu/facdev, 815.753.0595
The BENEFITS of
Instructional Scaffolding
• Challenges students through deep learning and discovery.
• Engages students in meaningful and dynamic discussion an
small and large classes.
• Motivates learners to become better students (learning how
to learn).
• Increases the likelihood for students to meet instructional
objectives.
• Provides individualized instruction (especially in smaller
classrooms).
• Affords the opportunity for peer-teaching and learning.
• Scaffolds can be ‘recycled’ for other learning situations.
• Provides a welcoming and caring learning environment.
Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, www.niu.edu/facdev, 815.753.0595
Why we should Scaffold
Instruction for our Learners:
• It supports students in the process of becoming
responsible for their own learning!
• It provides a supportive learning environment.
• Students are free to ask questions, provide
feedback and support their peers in learning new
material.
• Students have an incentive (and are taught) to
take a more active, responsible role in their own
learning!
A teacher role is to provide support and feedback to help bridge gaps for their student.
Revisit
Outcome 1
Participants will
investigate
the practice of
Instructional
Scaffolding.
Outcome 2
Participants will
connect the practice of
Instructional
Scaffolding to
Formative Assessment
through research and
planning questions.
Traditional Planning Questions
for Teachers:
1. What standard(s) are you teaching today?
2. How will you know your students have met the daily
outcome?
3. What steps will you take to ensure your students
meet the daily outcome?
4. What will you do if they do not meet the daily
outcome?
5. What will you do if they do meet the daily outcome?
What is formative assessment?
Teachers and their students actively and intentionally
engage in the formative assessment process when they
work together to do the following:
Focus on Learning Goals
Take stock of where current work is in relation to the goal.
Take action to move closer to the goal (Brookhart, 2006).
Vygotsky – The Basics of Social Development Theory
Green: The zone of ACTUAL
development – no learning is
happening here. Students are
comfortable, bored & disengaged.
Blue: The zone of CONCEPTUAL
development. This is where we want
learning to go although much
support will be needed. If expected
to go alone, or without adequate
support, a learner experiences
anxiety and may give up in
frustration.
Purple: The zone of PROXIMAL
development. This happens in a
social context through conversation
and thinking skills with a ‘more
knowing other’. This is where a
student can be engaged.
The GAP we
help bridge
through
scaffolding.
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes.
A closer look at the process
defined by Brookhart
and Wormeli:
Shared Learning
Targets based on
standards
Shared Criteria for
Success (rubrics)
Feedback that feeds
forward
1. Focus/Reflect
on Learning
Goals
2. Take stock of
where current
work is in
relation to the
goal.
3. Take action to move
closer to the goal
Cycle of Scaffolding (S) and
Formative Assessment (FA)
5. Determine
when to
remove the
scaffold (FA)
1. Determine
Current
Knowledge
Levels (FA)
4. What
students can
now do with
the support
scaffold (FA)
3. Support
provided by
the teacher
(S)
2. Strategically
choose tasks
for mastery of
standard
(FA/S)
PLANNING QUESTIONS FOR ALL TEACHERS
PLANNING QUESTION
What standard(s) are you teaching today
(What is the student-friendly outcome)?
How will you know your students have met the
daily outcome?
What steps will you take to ensure your
students meet the daily outcome?
What will you do if they do not meet the daily
outcome?
What will you do if they do meet the daily
outcome?
FA
S
B
Revisit
Outcome 2
Participants will
connect the practice of
Instructional
Scaffolding to
Formative Assessment
through research and
planning questions.
Outcome 3
Explore the process of
implementing practices
that scaffold complex
text.
When Should We Do It and What
Should It Look like?
:
Challenging
Text is like
weight lifting
because…
Synectics
STRATEGY / SCAFFOLD for COMPLEX TEXT
IQ Pairs (Insight Question Pairs)
IQ Pairs Directions
•
•
•
•
Pair off with a partner.
Decide who will be #1 and who will be #2.
Number one reads, “What Makes Text Complex?”
Number two reads, “ What Can Teachers Do about
Complexity?”
• As you read formulate questions and insights, charting
them into the graphic organizer.
• After partners have completed their section, stop and
share insights and questions.
(Jot your partners insights and questions on your chart).
Grappling with Complex
Informational Text
Embed or link to video:
Grappling with Complex Informational Text
By: Expeditionary Learning
Available at: https://vimeo.com/54007714
•
https://vimeo.com/54007714
Prepared Graduate Defined
Possesses the
knowledge and
skills needed to
enroll and
succeed in
credit-bearing,
first-year
courses at a
two- or fouryear college,
trade school,
technical school,
without the
need for
remediation.
Possesses the ability
to apply core
academic skills to
real-world situations
through collaboration
with peers in problem
solving, precision,
and punctuality in
delivery of a product,
and has a desire to
be a life-long learner.
AS A REMINDER . . .
Scaffolding Instruction can be described as those
temporary supports (in the form of questions, cues, and
prompts) a teacher offers a learner to help him or her bridge
toward a skill or concept he or she cannot do or understand
independently (Wood et al., 1976)
How Should Instruction
Address Text Complexity?
Read Aloud
Read Along
Read Alone
Modeling of decoding
and fluency
Some scaffolding, as
needed, for decoding,
fluency, vocabulary, and
comprehension
Independent,
autonomous reading
Heavy scaffolding for
vocabulary and
comprehension
Little to no scaffolding
Gradual Release of Responsibility (I do, we do, you do)…
Student Autonomy
Te a c h e r S c a f f o l d i n g
RA! RA! RA! Reading!
Provide scaffolding that does
not preempt or replace text.
What does this statement mean?
HOW DO WE DO THIS:
• Number paragraphs for easier citations
• Chunk the text into smaller portions (this will look
different for each student).
• Underline and circle with a purpose.
• Left Margins: What is the author SAYING?
– Summarize each chunk
• Right Margins: Dig deeper into the text.
– Use a Power Verb to describe what the author is doing
(comparing, arguing…)
– Represent material with a picture
– Ask questions
Iteachicoachiblog.blogspot.com
Scaffolding Complex Text
Grades 6-8 / ELA / ELL CCSS: ELA.RI.7.2 ELA.RI.7.4 ELA.RI.8.
Embed or link to video:
Interacting with complex text
By: The Teaching Channel
Available at: https://www.teachingchannel.org/videos/middle-schoolela-unit-persuasion
Planning Scaffolds for Complex Text
1. Determine the purpose of the reading (standard).
2. Consider your students current level of
understanding.
3. Determine the various levels of scaffolding needed.
1. How will you support vocabulary?
2. What is the best method for chunking the text?
3. How will students set goals for themselves?
4. Decide which strategies would best scaffold your
students to rise to the level of the complex text.
5. Check your scaffolding activities against
your ‘Know,’ ‘Understand’, and ‘Do’
outcomes (INSIGHT TOOL).
1. Plan for formative assessment and
feedback opportunities.
Scaffolding makes the
impossible possible!
Review
Outcome 3
Participants will
explore the process of
implementing practices
that scaffold complex
text.
Outcome 4
Participants will
identify and discuss
strategies that will
guide teachers and
leaders through
implementing and
sustaining
professional learning.
Jim Knight’s Four Pillars of Impact Schools
TEACHERS AS
PROFESSIONALS
FOCUS
SUPPORT
KNOWLEDGE
Jim Knight, High Impact Instruction pg. 3
Impact Schools: Which pillars are
your schools strongest?
Data on Display
Data on Display –
SCAFFOLDING QUESTIONS
• I know my students prior knowledge and ability
level enough to scaffold instruction to meet their needs.
• I am familiar with a wide-array of instructional strategies and
believe I can use them to purposefully scaffold lessons.
• I am comfortable giving feedback to students in a manner that
helps move them forward in their learning.
• I am comfortable helping students set learning goals.
• I am comfortable using rubrics in a way that formatively
assesses student learning.
Data Analysis
• Data analysis can provide a snapshot of
what you know.
• With appropriate analysis and
interpretation of data, educators can
make informed decisions that positively
affect student outcomes.
• Research has shown that using data in
instructional decisions can lead to
improved student performance
(Wayman, 2005; Wayman, Cho, & Johnston,
2007; Wohlstetter, Datnow, & Park, 2008).
Principals as First Learners
Principals Build a Culture of
Learning in A School
TEACHERS AND STUDENTS:
SUSTAINED AND SUPPORTED THROUGH COACHING
Joyce and Showers Model
Prepared Graduate Defined
Possesses the
knowledge and
skills needed to
enroll and
succeed in
credit-bearing,
first-year
courses at a
two- or fouryear college,
trade school,
technical school,
without the
need for
remediation.
Possesses the ability
to apply core
academic skills to
real-world situations
through collaboration
with peers in problem
solving, precision,
and punctuality in
delivery of a product,
and has a desire to
be a life-long learner.
Review
Outcome 4
Participants will
identify and discuss
strategies that will
guide teachers and
leaders through
implementing and
sustaining
professional learning.
Let’s never seek text that meets our learners at their current level,
rather set goals and scaffold instruction in a way that allows our
learners to rise to the challenge of the text.
References
• Douglas, Fisher and Frey. Better Learning through
structured Teaching: A Framework for the Gradual
Release of Responsibility.
• Knight, Jim (2012). High Impact Instruction. Corwin Press.
• Northern Illinois University, Faculty Development and
Instructional Design Center
http://edglossary.org/scaffolding
• Shanahan, Fisher and Frey (March 2012). The Challenge of
Challenging Text. Volume 69.
• Vygotsky, L.S. (1978). Mind and society: The development
of higher mental processes.
• Wiliam, Dylan (2011). Embedded Formative Assessment.
Solution Tree Press.