Curriculum & Instruction
Planning and Implementing Scaffolds in
Mathematics to Support Struggling
Students Including Students with
Disabilities
Introduction
Kathleen R. Scholand
Mattituck-Cutchogue UFSD
Teacher, 7-12 Math Department Coordinator
NYSED Common Core Institute Fellow
Donna Kart
Wappingers Central School District
Teacher, Instructional Coach
NYSED Common Core Institute Fellow
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Where We Live and Work
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Session Objectives
• Curriculum: Participants will learn strategies the
presenter uses to create scaffolds for struggling
learners when planning for instruction.
• Instruction: Participants will receive and share
strategies used to assist struggling learners
during instruction.
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Essential Question
How do I use instructional scaffolding
strategies to assist struggling learners?
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What is Scaffolding in Education?
It is the creation of support features that help an
individual student or a group of students
transition from tasks at which they are successful
due to sufficient procedural skill and conceptual
development to tasks that are difficult for them to
complete independently.
•Scaffolding is part of the lesson development stage.
•Scaffolding is also part of instructional practice.
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Curriculum
Creating Scaffolds for Struggling Learners when Planning
for Instruction
•“Struggling learners” includes not only students with
disabilities, but also any student who struggles including
English language learners.
•This is where your R.E.A.L.I.T.Y. as an educator influences the
scaffold you create.
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Essential Understanding
Every teacher has a different
R.E.A.L.I.T.Y.
(Scholand, K. R., 2015)
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R.E.A.L.I.T.Y.
✓Reframe your thinking
✓Evaluate your students’ needs
✓Analyze the big picture
✓Lesson study
✓Instructional planning
✓Teach for learning
✓Your reflection
(Scholand, K. R., 2015)
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R: Reframe Your Thinking
Creating scaffolds begins with knowing
where you are as a learner.
● What is new in the Standards than what I’ve taught before?
● What is new about this content than what I’ve taught
before?
● What do I need to know from the previous grade-level to
teach this lesson?
● What concepts do I need to relearn?
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R: Reframe Your Thinking
Read the Module Table of Contents
Analyze the teaching sequence
Read the Module Overview
Focus standards
Foundational standards
Practice standards
Read the supporting documents
Progressions
Performance Level Descriptions (PLDs)
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E: Evaluate Your Students’ Needs
Creating scaffolds also involves knowing
the learning needs of your students.
●
●
●
●
●
Who are the students in my class?
What are the learning needs of individual students?
Where do students usually struggle?
What gaps might they have in their learning?
Why might these gaps remain?
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E: Evaluate Your Students’ Needs
Review available reports
Look for trends and individual areas of concern.
Talk with other educators
Understand the collective needs of students.
Understand the particular needs of students.
Inquire about concepts or practices where students struggle.
Foster a relationship with students
Provide opportunities for students to share their interests
and learning experiences.
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A: Analyze the Big Picture
Now that you have framed where you are as a learner
and who your students are as learners,
•know where the curriculum stands in the overall scheme of
mathematics,
•know where the topics and lessons fit into this scheme,
•know the expectations for student understanding and
performance as they relate to a student’s overall progress
in the mathematics continuum.
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A: Analyze the Big Picture
Reread the Progression document to understand the
development of the mathematics.
What is the Module Overview saying?
What are the Focus Standards?
What are the Foundational Standards?
What are the Practice Standards?
What is the Topic Overview saying?
What are the Mid- and End-of-Module tasks?
What is the progression of Exit Tickets in the Topic?
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L: Lesson Study
It doesn’t matter whether you are using
the EngageNY Module resources or
other publishers’ resources.
Lesson Study begins the work of
creating scaffolds.
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L: Lesson Study
Work through the Examples and Exercises.
What is the purpose of each exercise or example?
Where, in the development of the lesson, might gaps exist for my students?
Do the exercises and examples get students to the Exit Ticket independently?
Where would additions be helpful for concept development? For practice?
What additions are need to bring students to the point of independent success?
Work through the Problem Set tasks.
What is the purpose of each problem?
Where might gaps exist for students?
Where would additions be helpful?
Can students do these independently?
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G7 M1 L2: Is there a constant number such that the first
quantity multiplied by this constant gives the second quantity?
Example 1: Pay by the Ounce Frozen Yogurt
Constant Multiplier: 0.40
Example 2: A Cooking Cheat Sheet
Constant Multiplier:
8
Exercise 1: Calories Burned while Jumping Rope
Constant Multiplier:
11
Example 3: Summer Job
Constant Multiplier:
28
Lesson Summary: Example
Constant Multiplier:
10
Exit Ticket: Making Juice
Constant Multiplier:
¼
Problem Set #1: Cran-apple Juice Mixture
Constant Multiplier:
5/3 or 3/5
Problem Set #2: Filling the Bathtub
Constant Multiplier:
1½
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I: Instructional Planning
This is where planning for and creating
scaffolds occurs.
Whenever possible, plan collegially, but customize
based on your reality.
Keep the design principles intact: focus, coherence,
rigor.
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I: Instructional Planning
● What are the key concepts to be taught in this lesson?
● What are the non-negotiable understandings that students
must take home?
● What suggestions might an instructional support person
give?
● From what additional resources might understanding and
inspiration be drawn?
What scaffolds might I want to create?
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G7 M1 L2: Is there a constant number such that the first
quantity multiplied by this constant gives the second quantity?
Example 1: Pay by the Ounce Frozen Yogurt
Constant Multiplier: 0.40
Example 2: A Cooking Cheat Sheet
Constant Multiplier:
8
Exercise 1: Calories Burned while Jumping Rope
Constant Multiplier:
11
Example 3: Summer Job
Constant Multiplier:
28
Lesson Summary: Example
Constant Multiplier:
10
Exit Ticket: Making Juice
Constant Multiplier:
¼
Problem Set #1: Cran-apple Juice Mixture
Constant Multiplier:
5/3 or 3/5
Problem Set #2: Filling the Bathtub
Constant Multiplier:
1½
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Additional Problems
Example 1: Pay by the Ounce Frozen Yogurt
Example 2: A Cooking Cheat Sheet
Exercise 1: Calories Burned while Jumping Rope
Example 3: Summer Job
Lesson Summary: Example
Exit Ticket: Making Juice
Exit Ticket #2: Making Juice
Model Problem #1: Buying Hot Dogs
Model Problem #2: Flowers Sold by the Music Club
Constant Multiplier: 0.40
Constant Multiplier:
8 or 1/8
Constant Multiplier:
11
Constant Multiplier:
28
Constant Multiplier:
10
Constant Multiplier:
¼
Constant Multiplier: 4
Constant Multiplier: 2.50
Constant Multiplier: 0.8 or 5/4
Problem Set #1: Cran-apple Juice Mixture
Problem Set #2: Filling the Bathtub
Constant Multiplier:
Constant Multiplier:
5/3 or 3/5
1½
Problem Set #3: Fabric Store
Constant Multiplier: 12
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Scaffolding
The creation of additional problems and their location in
a lesson should be strategic.
The last slide shows examples of problems that are Bridges and Links.
They Bridge guided examples to independent tasks.
They Link foundational conceptual understanding to more complex
understanding.
These are two of four scaffolding strategies to be shared.
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Scaffolding Strategies
Ladder
Build a Bridge
Harness learning Styles
Build Links
Build a
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Build a
Ladder
This is a vertical scaffolding strategy.
•Look at the end-of-lesson expectations for student learning.
•Decide if the examples and exercises are sufficient for your
struggling learners to progress (climb up the ladder).
•If not, create an additional task (rung on the ladder) to help
the student climb to the end-of-lesson expectation(s).
ie: simplify the context of the task, break the task into parts,
add a preliminary step, change the vocabulary
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Build a
Ladder
October 2014 NTI
The Number System: Crafting Teaching Sequences for Extended Interventions
https://www.engageny.org/resource/october-2014-nti-grades-6-12-mathematics-turnkey-kit-teachers
https://www.engageny.org/resource/december-2014-nti-grades-6-12-mathematics-turnkey-kit-teachers-session-2
December 2014 NTI
Expressions and Equations: Crafting Teaching
Sequences for Instant, Short-Term and
Extended Interventions
HARD
EASY
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Example of a Rung on a Ladder
Grade 7 Module 1 Lesson 4
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Build a
Bridge
This is a horizontal scaffolding strategy.
•Look at the progression of examples and exercises.
•Decide if your struggling learners will need a bridge between your instructional
example and their independent work on an exercise or problem set.
•If so, create an additional task or plan for discussion that will connect their
understanding gained from the guided example to the understanding needed to
independently succeed on the exercise.
http://upload.wikimedia.org/wikipedia/commons/e/e7/Arch_bridge_icon.svg
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Example of a Bridge
Grade 7
Module 1
Lesson 4
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Harness Learning Styles
This is a strategy where you access students’ learning
styles by creating an auditory, visual and/or kinesthetic
component to the task.
This is when you honor the concrete-pictoral-abstract
transitions that are needed to facilitate learning.
Attention Getters: songs, manipulatives, diagrams, pictures,
graphic organizers
Instructional Technology: personal white boards, Smart Boards,
computer programs, response systems
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Example of a Harness
Grade 7
Module 1
Lesson 7
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Build
Links
This is a scaffolding strategy that offers students
something different while maintaining the conceptual
development in the lesson.
Things to consider:
•Differentiation
Strategies: Think-Pair-Share, Jigsaw, Gallery Walk, Matchings
•Use the Practice Standards to create a different dimension to a problem:
critique the reasoning of another student, model the result with a diagram, create a
similar problem that demonstrates an understanding of the concept.
•Manipulate the Formatting.
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Additional Problems
Example 1: Pay by the Ounce Frozen Yogurt
Example 2: A Cooking Cheat Sheet
Exercise 1: Calories Burned while Jumping Rope
Example 3: Summer Job
Lesson Summary: Example
Exit Ticket: Making Juice
Exit Ticket #2: Making Juice
Model Problem #1: Buying Hot Dogs
Model Problem #2: Flowers Sold by the Music Club
Problem Set #1: Cran-apple Juice Mixture
Problem Set #2: Filling the Bathtub
Problem Set #3: Fabric Store
Constant Multiplier:
Constant Multiplier:
Constant Multiplier:
Constant Multiplier:
Constant Multiplier:
Constant Multiplier:
0.40
8 or 1/8
11
28
10
¼
Constant Multiplier:
Constant Multiplier:
Constant Multiplier:
4
2.50
0.8 or 5/4
Constant Multiplier:
Constant Multiplier:
5/3 or 3/5
1½
Constant Multiplier:
12
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Example of a Link
Exit Ticket
Susan and John are buying cold drinks for a neighborhood picnic. Each person is expected to drink one can of
soda. Susan says that if you multiply the unit price for a can of soda by the number of people attending the
picnic, you will be able to determine the total cost of the soda. John says that if you divide the cost of a -pack
of soda by the number of sodas, you will determine the total cost of the sodas. Who is right and why?
Exit Ticket #2
Susan and John are buying cold drinks for a neighborhood picnic. Each person is expected to drink one can of
soda.
●
Susan says that if you multiply the unit price for a can of soda by the number of people attending the
picnic, you will be able to determine the total cost of the soda.
●
John says that if you divide the cost of a -pack of soda by the number of sodas, you will determine the
total cost of the sodas.
Who is right and why?
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T: Teach for Learning
So, let’s get back to your R.E.A.L.I….
•This is where implementing scaffolds and
in-the-moment adjustments occur;
when on-the-spot scaffolding is needed.
•This is when planning to teach will give you the
advantage!
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Our role as Math Common Core Fellows
Some of our responsibilities to assist teachers:
● Create additional scaffolds for struggling
learners.
● Add vocabulary for English Language
Learners.
● Model Problems that teachers can refer
parents to so they can assist their child in
doing the homework.
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Instruction
Instruction is the
of the lesson!
This is where we engage, communicate, discuss,
question, give immediate and precise feedback
and assess while still being flexible and
responsive to the needs of all students.
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What strategies or scaffolds have been
successful in your classroom?
● This room is filled with experienced
practitioners!
● What works for me might or might not
work for you!
● A strategy is successful if it has worked
for you and your student has progressed
in his learning!
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Time to TALK!
For the next several minutes, please share
in your table group a
successful strategy or scaffold
that you have used during a lesson that
has helped you to implement the math
modules.
We will share out!
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Dale’s Cone of Experience
Source: Adapted from E. Dale, Audiovisual Methods in Teaching, 1969, NY: Dryden Press.
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Scaffolding vs. Differentiating
Scaffolding
versus
Differentiating
Breaking it down
PROActive Response
Show and Tell
Adapting examples
Tapping into prior knowledge
Adapting an assignment
Time to talk
Alternative projects
Pre-teach vocab
More accessible text
Visual aides
And lots more of each too!
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Some Interesting Articles and Links
Instructional Scaffolding to Improve Learning
http://www.niu.edu/taconnections/2008/fall/scaffolding.shtml
6 Scaffolding Strategies to Use With Your Students
http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Instructional Strategies in Math including Differentiation
http://www.mathwire.com/strategies/is.html
9 Strategies for Motivating Students in Mathematics
http://www.edutopia.org/blog/9-strategies-motivating-students-mathematics-alfredposamentier
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Y: Your reflection
Your reflection informs the decisions you will
make tomorrow and in the future.
● Your reflection gives you the opportunity to build onto your
strengths.
● It positions you to support others as they are building
scaffolds for their struggling learners.
● Respectful, collegial sharing is vital for building our capacity
as learners.
Consider Peer Review of your experience.
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R.E.A.L.I.T.Y.
✓Reframe your thinking
✓Evaluate your students’ needs
✓Analyze the big picture
✓Lesson study
✓Instructional planning
✓Teach for learning
✓Your reflection
(Scholand, K. R., 2015)
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Wrap-Up
We have discussed how we make curricular and
instructional decisions that relate to
when, where, and what scaffolds are needed.
•We have shared strategies we use when
planning scaffolds for instruction.
•We have shared strategies for strategies and
scaffolds that occur during instruction.
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Summary
Curricular Strategies:
Instructional Strategies:
•
•
•
•
•
•
•
•
Ladder
Bridge
Harness
Link
Model
Question
Prior Knowledge
Differentiate
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Closing
It is your
R.E.A.L.I.T.Y.
that will best inform
the decisions you make regarding the
creation of scaffolds
for struggling learners.
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Thank You
Kathleen R. Scholand
Mattituck-Cutchogue UFSD
kscholand@mufsd.com
Donna Kart
Wappingers Central School District
Donna.Kart@wcsdny.org
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