TYPES AND FORMS OF SCAFFOLDING WITH DIFFERENTIATION SAMPLES
SCAFFOLDING
TYPES
1.Chunking
Complexity
(Strategic
Scaffolding)
A, M, T
2. Multiple
Representation
(Conceptual
Scaffolding)
A, M
Description
Example
Break up the content or
skill into manageable
levels or chunks.
Model the mastery
expectations by first
doing a think-aloud
with a simplified
version of a task,
problem or text.
Have students
repeatedly practice the
mastery expectations
in groups and by
themselves with bigger
chunks of increasing
complex tasks,
problems or texts.
Model the mastery
expectations with
multiple examples in
different media (e.g.,
text, audio-visual,
kinesthetic).
Have students practice
the mastery
expectations in multiple
formats.
The teacher presents to the class a
simple algebra problem and
mnemonic of routine steps to answer
it involving linear equations.
The teacher has students practice in
pairs the mnemonic of steps until they
are ready for a non-routine version of
the problem.
The teacher then models how to solve
non-routine problems and students in
groups practice the modeled steps
and are also asked to give their own
steps. Teacher next gives routine and
non-routine problem sets for
individual work. (Differentiation by
Content)
The teacher explains to the class the
concept of pricing. The teacher varies
the explanation using a graph
illustrating pricing, plays a YouTube
clip about pricing for certain
products, and the textbook definition
of pricing. Teacher then uses a table to
list ideas about concept from each
media and make a generalization.
(Process)
The teacher then forms groups and
gives differentiated tasks where they
can practice their explanation of pricing
in their own words in varied forms such
as a slideshow, a written news report, or
a podcast commentary and make
generalizations. Each student next
makes his/her own mind map using text,
images and links and state
generalizations showing their
conceptual understanding. (Product)
TYPES AND FORMS OF SCAFFOLDING WITH DIFFERENTIATION SAMPLES
3. Model
Completion
(Procedural
Scaffolding)
T
Show a model output aligned
with mastery expectations.
Show another model output with
incomplete parts and ask
students to practice filling in
missing parts. Completion of
parts should reflect
performance of mastery
expectations. Have students
justify their actions in line with
mastery expectations
4. Error
Analysis and
Correction
(Metacognitive
Scaffolding)
A, M
Show an erroneous answer,
solution of explanation and
identify and discuss errors and
related misconceptions. Errors
show wrong performance of
mastery expectations Then
explain how to correct errors in
line with mastery expectations.
Show another erroneous work
and have students practice the
corrections in line with mastery
expectations. Have students
justify their corrections.
The teacher discusses with a
G.O. a five-step science
experiment design on
mixtures. The teacher then
presents another case for
another mixture and gives a
new copy of the G.O. with the
first two steps stated and asks
students in groups to
complete the steps.
The teacher next gives a
worksheet containing different
scenarios with varied mixture
requirements. The student
works alone to select one
scenario and completes in a
blank G.O. the 5 required
steps. (Content)
The teacher presents a
sample inference that students
were asked to make from a
short essay. The teacher
discusses the problems with the
sample inference and provides
a tool for evaluating an
inference. The teacher applies
the criteria in the tool to the
evaluation of the inference. The
teacher shows a corrected
answer in line with the tool’s
criteria.
The teacher gives another
sample inference for another
short essay. The teacher asks
students in groups to evaluate
the inference and explain their
evaluation using the tool.
The teacher gives students
another essay to make
inferences about the author’s
point of view. The student
TYPES AND FORMS OF SCAFFOLDING WITH DIFFERENTIATION SAMPLES
working alone has to justify the
inference using the tool.
(Content)
5. Progressive
Present a rubric with descriptors The teacher presents a rubric
Performance
at the Satisfactory Level aligned for a student-composed and
(Procedural/
with mastery expectations.
modern adaptation of a
Metacognitive
Show a model work that
traditional folksong. The
Scaffolding)
represents the Satisfactory level teacher discusses the rubric
M, T
descriptors. Discuss how the
starting with the Satisfactory
model illustrates the
level descriptors. The teacher
descriptors.
then plays a past work done by
Show another example and
a student. The teacher goes
have students practice rating
through the Satisfactory level
the work using the rubric
descriptors and discusses if the
descriptors. The second
descriptors are evident in the
example should be in line with
work.
descriptors of levels below
The teacher next groups the
Satisfactory thus showing the
students and provides for each
lack of attainment of the
group other adapted works.
mastery expectations. Have
The teacher then has the
students explain their rating.
different groups select and rate
As students complete their
the work using the same rubric.
work, have them every now and Each group is asked to justify
then in groups or individually
their rating (other works are
compare their work with the
actually Level 1). The teacher
Satisfactory level descriptors
then has the groups think about
and accordingly adjust or revise how to plan their own
their output.
adaptations that is in line with
at least the Satisfactory level.
(Content and Product)