Scaffolding Student Thinking
Choosing Strategies to Improve
Student Thinking
Robert V. Jervis
Consultant for the Council of Chief Staff School Officers
Comprehensive Social Studies Assessment Project
Hitting the Target by 2014 - NCLB
Cheating on the Test (Collateral Damage, David
Berliner)
 Make the State Tests Easier (Comparisons to

Assessment of Educational Progress, Time, June
4, 2007)
Further Reduce the Time for Science, Social
Studies, and the Arts (3hrs – Literacy, 1 ½ hrs –
math out of a 6 ½ hr day – Arizona Desert
Elementary School
 Teach for Understanding

BRAIN RESEARCH
•Know the place of detailed facts, figures and data as
part of a greater context, concept or application.
•Understand that learners need time to process, reflect,
sort, form patterns, discover or develop meaning.
•Engage learners in structures for processing beyond the
level of recall and recitation of data. It calls for context,
motion, personal meaning, and/or application.
•View learning as a process based on the richness of
personal experiences each student brings to the
situation.
TEACH TO THE BIG IDEAS IN
ALL CONTENT AREAS
 Important
to Know
and Do
 Big Ideas Worth
Understanding
 Nice to Know
How Do We Get to Big Ideas??
THINKING MODELS
Blooms Taxonomy
 Dimensions of
Learning
 Three Story
Intellect

SCAFFOLDING STUDING THINKING
Dimensions of Learning




Attitudes and Perceptions
Acquiring and
Integrating Knowledge
Extending and Refining
Knowledge
Using Knowledge
Meaningfully

Productive Habits of Mind

Robert Marzano
Levels of Thinking
LEVEL I: Factual
Information
LEVEL II: Extend and
Refine
LEVEL IV: Application
Levels of Questioning

STANDARD
– Essential Question
 Unit Questions
–Level I Questions: Factual
Information
–Level II Questions: Extending and
Refining
–Level III Questions: Application
Essential Question: How does humankind progress from
one stage to another?
Unit Questions:
Level I: Gathering
Information
 What are the
characteristics of huntergatherer societies?
 What events moved people
closer to being a civilized
community?
 Who were the first people
to establish what we
consider to be a
civilization?
 Where were the major
human communities
located?
 Why were the use of tools
and fire important
developments during this
period?
Level II: Extending and
Refining Knowledge
 How would you compare
hunter-gather societies to
move advanced
civilizations?
 How would you classify a
human community as a
civilization?
 How did climatic changes
impact plant life and the
domestication of animals?
Level III: Using Knowledge
Meaningfully
 How might these
experiences help us plan
future communities in
space?
UNDERSTANDING BY DESIGN
-Focusing on Instructional
Priorities
 TARGETING
 ASSESSING
 TEACHING
UNDERSTANDING BY DESIGN
-Focusing on Instructional
Priorities
 TARGETING
 ASSESSING
 TEACHING
Level One Assessment Items

Requires students to recall facts [who, what,
when, and where], terms, specific
information concepts, trends,
generalizations, and theories or to
recognize or identify contained in maps,
charts, tables, graphs, or drawings.
Examples:
 Recall or recognize an event, map, or document
 Describe the features of a place or people
 Identify key figures in a particular context
Level Two Assessment Items

Requires students to contrast or compare people,
places, events, and concepts; give examples, classify
or sort items into meaningful categories; describe,
interpret or explain issues and problems, patterns,
reasons, causes, effects, significance or impact,
relationships, and points of view or processes.
Examples:
 Describe the causes/effects of particular events
 Identify patterns in events or behavior
 Categorize events or figures into meaningful groupings
Level Three Assessment Items

Requires students to draw conclusions, cite
evidence, apply concepts to new situations; use
concepts to solve problems, analyze similarities and
differences in issues and problems; propose and
evaluate solutions; recognize and explain
misconceptions; make predictions; make
connections and explain main concepts.
Examples:
 Analyze how changes have affected people or places
 Apply concept in other contexts
 Form alternate conclusions or solutions
Teaching for Understanding
UNDERSTANDING BY DESIGN
-Focusing on Instructional
Priorities
 TARGETING
 ASSESSING
 TEACHING
Scaffolding Student Activities




Attitudes and Perceptions
Acquiring and
Integrating Knowledge
Extending and Refining
Knowledge
Using Knowledge
Meaningfully

Productive Habits of Mind

Robert Marzano
Instruction
Learning Experiences

Instruction
–Concrete to
the Abstract
Three Story Intellect
Gathering
Knowledge
Extending and
Refining
Using
Knowledge
Level I
Describe
Recall
Tell
List
Identify
Time sequence
Define vocabulary
and concepts
Recognize
events and
episodes
Level II
Compare
Contrast
Interpret
Explain How/Why
Classify
Cause/Affect
Infer
Distinguish
Inductive reasoning
Analyzing perspective
Level III
Imagine
Predict/Speculate
Evaluate
Constructing support
Hypothesize
Abstract
Analyze
Judge
Deductive reasoning
Extended Transfer
Decision making
Problem solve
Issue investigation
Three Story Intellect
Gathering
Knowledge
Extending and
Refining
Using
Knowledge
Level I
Describe
Recall
Tell
List
Identify
Time sequence
Define vocabulary
and concepts
Recognize
events and
episodes
Level II
Compare
Contrast
Interpret
Explain How/Why
Classify
Cause/Affect
Infer
Distinguish
Inductive reasoning
Analyzing perspective
Level III
Imagine
Predict/Speculate
Evaluate
Constructing support
Hypothesize
Abstract
Analyze
Judge
Deductive reasoning
Extended Transfer
Decision making
Problem solve
Issue investigation
Three Story Intellect
Gathering
Knowledge
Extending and
Refining
Using
Knowledge
Level I
Describe
Recall
Tell
List
Identify
Time sequence
Define vocabulary
and concepts
Recognize
events and
episodes
Level II
Compare
Contrast
Interpret
Explain How/Why
Classify
Cause/Affect
Infer
Distinguish
Inductive reasoning
Analyzing perspective
Level III
Imagine
Predict/Speculate
Evaluate
Constructing support
Hypothesize
Abstract
Analyze
Judge
Deductive reasoning
Extended Transfer Task
Decision making
Problem solving
Issue investigation
Scaffolding Instructional Strategies
Direct Instruction
 Indirect Instruction

– Constructivism
– Hands-on

Experiential Learning
– Real Life Situations

Independent Study
– Projects
Scaffolding Teaching Strategies

Essential Question: Why is the Bill of Rights so
important in the lives of all Americans?
– Gathering information (individual research)
• Handout a list of guide questions concerning the Bill of Rights.
• Have the students go on online to research the answers to the questions.
• Ask a summarizing questions at the end of their research: What rights are
protected by the Bill of Rights?
– Extending and Refining Knowledge (working in groups)
• Have the students classify the rights you have researched in terms of
personal rights and rights which apply to the total community.
• Use a Venn Diagram to compare and contrast the rights
– Application: Using Knowledge Meaningfully (presentation to the group)
• Have the students write a brief paragraph:
– Which one of the rights protected by the Bill of Rights do you think is
the most important to you as a student in school? Provide details to
support your answer
Scaffolding Teaching Strategies
Level I: Gathering Information

Essential Question: How do consumers acquire goods and services?
Take the class on a tour of the school. Have them identify community
workers in our school. As workers are identified (e.g., teacher, nurse,
principal, janitor, cafeteria worker, grounds person) stop the workers
and ask them questions about their jobs and the tools they use. Note
the important details about what each worker does.
Back in the classroom, generate a list of the workers the students met on
their tour of the school. Write this information on the board in the form
of a chart. Include a description of what the students learned about
the jobs.
Summarize the lesson by visiting the following website to review other
community worker jobs.
 http://teacher.scholastic.com/commclub/
 http://bensguide.gpo.gov/k-2/neighborhood/index.html
Have the students describe what each worker is doing on the website.
Add these workers to your Community Workers Chart on the board.
Scaffolding Teaching Strategies
Level II: Extendng and Refining

Essential Question: How do consumers acquire goods and services?
Read to the class: If you give a Mouse a Cookie by Laurie Joffee
Numeroff. Talk about the goods and services the mouse wanted. Use a
chart on the board to categorize the goods and services talked about in
the story.
Continue the discussion by asking what goods and services the students
wanted. Add these to the chart in the proper column. Be sure you have
them explain why they think it is a good or a service.
Use the following website for additional information about the difference
between a good and a service:
 http://teacher.scholastic.com/commclub/
 http://www.econedlink.org/lessons/em197/flash/activity1.html
 http://mcwdn.org/ECONOMICS/GoodService.html
Help the students summarize the lesson by selecting one of the goods
and/or services and illustrating it and then presenting it to the class
with a n explanation of why it is a good or service.
Scaffolding Teaching Strategies
Level III: Application

Essential Question: How do consumers acquire goods and services?
Use the following website to see actual people working in a
community:
 http://www.econedlink.org/lessons/EM195/dogpics/slideshow.htm
This slideshow contains pictures and captions describing the daily activities
at a kennel.
Have the students work in pairs to generate a list of kennel goods and a
list of kennel services. Have them share their lists with the class.
Have the students predict what would happen in the following situations:
 What would happen to the kennel if there were no dogs in the community?
 What might the kennel do if everyone in the community had a cat instead of
a dog? What goods and services would the kennel then provide?
Best Practices in Social
Studies/Strategies

Lecture
Advanced Organizers
Technology/Use of
Computers
 Teaching for Problem
Solving
 Role Play/Simulations
 Graphic Organizers
 Writing Across the
Curriculum
 Cooperative Learning
 Use of Primary Sources




Thinking Skills
– Extending and Refining
– Application to Real Life
– Testing hypotheses
– Inquiry/Questioning Skills
– Concept Development
– Constructivist Approaches
to Learning
Nonlinguistic Representations
– Visuals
– Cartoons
– Pictures
– Maps
Best Practices in Social Studies
Robert Marzano








Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Cooperative Learning
Providing Feedback Based on Stated Objectives
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
DIMENSIONS OF LEARNING (DOL 3)
Level II Thinking Skills




COMPARING
CLASSIFYING
SUPPORTED
INDUCTION
SUPPORTED
DEDUCTION





ANALYZING
ERRORS
CONSTRUCTING
SUPPORT
ABSTRACTING
ANALYZING
PERSPECTIVES
QUESTIONING
DIMENSIONS OF LEARNING (DOL 4)
Level III Thinking Skills

Problem Solving

Decision-Making

Inquiry

Issues Analysis
“TO KNOW ME IS TO LOVE ME”
BUT DO YOU UNDERSTAND ME?
EVIDENCE OF UNDERSTANDING
FACETS OF UNDERSTANDING

EXPLAIN

SELF-KNOWLEDGE

APPLY

EMPATHY

HAVE
PERSPECTIVE

INTERPRETATION
EXPLAIN





How do things work?
What do they imply?
What is the impact or
significance?
Why does this
happen?
What are the
connections to other
events, ideas or
understandings?
EXPLAINHow do I know it when I see it?
ˠ Goes beyond a right or wrong answer to a warranted opinion.
ˠ Is elicited from students by such verbs as explain, justify,
generalize, support, verify, prove, and substantiate.
ˠ The student shows his/her work. Explains why it is right or wrong.
ˠ The student provides evidence to support their response.
ˠ The student is able to defend his/her view against the views of
others.
ˠ Goes beyond naïve explanations to the more subtle and in-depth
explanations of who, what, where, when, and why.
INTERPRETATION






What is the meaning?
Why does it matter?
What of it?
What does it tell us
about the human
experience?
How does it relate to
me?
What makes sense to
me?
INTERPRET How do I know it when I see it?
ˠA student tells a story to illustrate the importance of an event, idea, or
understanding.
ˠ A student is able to use information to show the significance of an idea or to
show the importance an of idea.
ˠ A student is able to see the importance of point of view in interpreting an event,
idea, or understanding.
ˠ The student shows understanding of the language of the content. He/She is able
to interpret the language, symbols, and clues of the discipline.
ˠ The students understands that explanations may stay the same, but
interpretations may differ.
APPLICATION




How can I apply this
knowledge in new
situations and diverse
contexts?
How or where can I use
this information?
In what ways is this
information applied
outside of school?
Does this information
have application to my
life?
APPLY How do I know it when I see it?
ˠ A student uses the information to solve a problem, make a
decision, or to further investigate an issue or an event.
ˠ A student demonstrates an understanding that this information has
meaning to his/her own life.
ˠ A student uses real world situations as opportunities to apply their
knowledge.
ˠ The student adapts the information. He/She demonstrates the
ability to “reinvent”the information to fit the situation.
PERSPECTIVE



From whose point of view
are we viewing this
event, idea or
understanding?
Is the view reasonable?
Is it justified?
Is there adequate
evidence to support the
view?
PERSPECTIVE How do I know it when I see it?
ˠ A student sees the fallacy in a argument.
ˠ A student explains both sides of an issue without giving their own
opinion.
ˠ A student understands that any response to an issue involves a
point of view.
ˠ The student views textbook information as only one source of
information, recognizing that there may be a different point of view
in a different source of information.
EMPATHY




Do I really know how this
person feels?
How is this person trying
to make me feel?
What is this person
seeing that I am not
seeing?
What’s it like to walk in
this person’s shoes?
What’s it like to be this
person?
EMPATHY How do I know it when I see it?
ˠ A student lets go of his own emotional reaction to try to see how
someone else feels about the situation.
ˠ A student describe another person’s viewpoint, including their
emotional responses.
ˠ A student tries to imagine or experience the ideas they are
studying.
ˠ A student tries to understand why a decision was made or a point a
view was taken before labeling it as misguided or foolish.
ˠ A student demonstrates respect for the opinions and ideas of
others.
SELF-KNOWLEDGE
What don’t I know
about this?
 What are the limits of
my understanding?
 How do my prejudices
or habits interfere
with my thinking?
 Is what I understand
confused with what I
believe?

SELF-KNOWLEDGE How do I know it when I see it?
ˠ A student understands that what he sees is a result of “lazy
thinking” not a consideration of the facts as they are.
ˠ A student continually reflects and questions his/her own beliefs.
ˠ A student is able to use metacognition to process his/her own
thinking.
ˠ A student recognizes his/her own prejudices and understands how
they may impede thinking
ˠ A student demonstrates self reflection.
TASKS

Require students to demonstrate understanding:
– Solve a problem
– Make a decision
– Analyze an issue
– Do further inquiry
Archimedes Task- MSPAP
SUMMARY

Strategies Based on Essential/SequencedUnit Questions

Strategies Which Scaffold Student Thinking

Strategies Which Go From the Concrete to the Abstract
– Level I activities- factual information
– Level II activities – extending and refining
– Level III activities – application
– Direct Instruction
– Indirect Instruction
 Constructivism
 Hands-on
– Experiential Learning
 Real Life Situations
– Independent Study
 Projects