scaffolding knowledge scaffolding assistance scaffolding complexity building on what students...
TRANSCRIPT
SCAFFOLDING KNOWLEDGE
SCAFFOLDING ASSISTANCE
SCAFFOLDING COMPLEXITY
Building on what students already know (you have to find out what they know to do this)
3 KINDS OF SCAFFOLDING
Gradually shifting responsibility of mediation (thinking process that direct the use of skills & strategies) onto the student
Gradually increasing sophistication of strategy being learned
Gradually increasing difficulty of practice materials
So what’s wrong with this picture?
Teacher finishes a unit on photosynthesis Students take unit test.Teacher records grades in record bookTeacher begins new unit on weather cycle by explaining the process of evaporation
1. The teacher moved on through curriculum regardless of whether students demonstrated mastery of key ideas
Sample scenario …
2. The teacher failed to find out what students already knew about the weather cycle, as well as the misconceptions of it they may have
Should have used to results of the unit test to determine what to teach next
So what’s wrong with this picture?
Teacher finishes a unit on photosynthesis Students take unit test.Teacher records grades in record bookTeacher begins new unit on weather cycle by explaining the process of evaporation
1. The teacher moved on through curriculum regardless of whether students demonstrated mastery of key ideas
Sample scenario …
2. The teacher failed to find out what students already knew about the weather cycle, as well as the misconceptions of it they may have
Effective instruction scaffolds or builds on what students
already know
SCAFFOLDING KNOWLEDGE
Effective instruction scaffolds or builds on what students
already know
SCAFFOLDING KNOWLEDGE
Good skill instruction uses scaffolded assistance
So what’s wrong with this picture? Model use of a graphic organizer for students
Give the assignment & ask them to construct a graphic organizer
Help students who seem to be struggling
Another sample scenario …
Good skill instruction uses scaffolded assistance
So what’s wrong with this picture? Model use of a graphic organizer for students
Give the assignment & ask them to construct a graphic organizer
Help students who seem to be struggling
Another sample scenario … SCAFFOLDING ASSISTANCE
I DO IT
WE DO IT
Y’ALL DO IT
YOU DO IT
SCAFFOLDING ASSISTANCE
I DO IT
WE DO IT
Y’ALL DO IT
YOU DO IT
SCAFFOLDING ASSISTANCE
SCAFFOLDING ASSISTANCE using new think-sheets
I DO ITProvide students with a completed think-sheet about the lesson, & guide them through it as ideas noted on it are explained Usually requires doing it this way only once or
twice
Never really stop using this approach, use at least different 5 times before incorporating “Y’all do it” activities
Never really stop using this approach, use at least different 5 times before incorporating “You do it” activities
WE DO ITProvide students with a blank think-sheet; as the lesson unfolds, teacher and class together decide what important ideas should be noted on it and where
Y’ALL DO ITProvide activities where students work in small groups or pairs to complete a think-sheet about the lesson topic
Y’OU DO ITProvide think-sheet assignments must complete independently
I DO IT
YOU DO IT
A common mistake I’ve made many times …
Show students how to do something
Try to get students to do it
SCAFFOLDING ASSISTANCE
Students who struggled when I taught this way were considered less intelligent
I DO IT
WE DO IT
Y’ALL DO IT
YOU DO ITTry to get students to do it
Show students how to do something
STOPWhat I
should have been doing
is …
A common mistake I’ve made many times …
SCAFFOLDING ASSISTANCE
SCAFFOLDING
simple complex
The following examples show how scaffolding complexity looks when using think-sheets
The goal is to begin by using a think-sheet that relatively easy for students to learn to use …
… and then eventually enable the student to use highly sophisticated versions
SCAFFOLDING COMPLEXITY
Simple
SCAFFOLDING COMPLEXITY
Simple
Slightly more complex
SCAFFOLDING COMPLEXITY
Simple
Slightly more complex
SCAFFOLDING COMPLEXITY
Simple
Slightly more complex
Main idea Main idea
More sophisticated
SCAFFOLDING COMPLEXITY
Simple
Slightly more complex
Much more sophisticated
Main idea Main idea
More sophisticated
SCAFFOLDING COMPLEXITY
Good concept instruction is recursively scaffolded
New concept is introduced at a simple level
Example …
Plants make their own food using sunlight and water.
SCAFFOLDING COMPLEXITY
Plants make their own food using sunlight and water.
Photosynthesis:
New concept is revisited with a new layer of information
Good concept instruction is recursively scaffolded
SCAFFOLDING COMPLEXITY
Plants make their own food using sunlight and water.
Photosynthesis: Plants mix chlorophyll with water to generate a sugary plant food
New concept is revisited with a new layer of information
Good concept instruction is recursively scaffolded
SCAFFOLDING COMPLEXITY
New layer …
Plants make their own food using sunlight and water.
Photosynthesis: Plants mix chlorophyll with water to generate a sugary plant food
Water enters plant via transpiration … etc.
Sunlight is trapped by chloroplasts … etc.
Good concept instruction is recursively scaffolded
SCAFFOLDING COMPLEXITY
Good concept instruction is recursively scaffolded
Plants make their own food using sunlight and water.
Photosynthesis: Plants mix chlorophyll with water to generate a sugary plant food
Water enters plant via transpiration … etc.
Sunlight is trapped by chloroplasts … etc.
Chemistry involved in creating complex carbohydrates
New layer …
SCAFFOLDING COMPLEXITY
SCoPE editing strategy© 2003 E.S. Ellis www.GraphicOrganizers.com
ŅUse your SCOPE to find and fix errorsÓ
Did you capitalize the first letter in each sentence?
Read your paper out loud.
Use your ear to listen to each sentence.
Fix sentences that do not make sense.
Did you put a punctuation mark at the end of every sentence?
Did you capitalize the first letter in each sentence?
Capitalization
C cEar
. ? !PunctuationSpelling
katcat
I am gong to buy ice cream.
I spy an error!
The word going was misspelled.
I am gong to buy ice cream.
going
I spy an error!
The first letter should be capitalized.
sam is my dog’s name.
Sam is my dog’s name. Who won
the game last night?
I hear an error! That sentence does not sound right!
Fix the sentence so it makes sense.
Won the game last night?
I love candy
I love candy!
I spy an error!
The end of the sentence needs a punctuation mark!
The following illustrates scaffolded complexity of an editing strategy (SCOPE)
so that it is developmentally appropriate
Read your work out loud.
Listen for:* Sentences that do not make sense.
* Incorrect use of grammar
SCOPE editing strategy© 2003 E.S. Ellis www.GraphicOrganizers.com
ŅUse your SCOPE to find and fix errorsÓ
Are all words spelled correctly?
Focus on:* Words that donÕt look correct
* Long words
* Proper nouns
Assume at least five words are misspelled - find them.
Mark EVERY word that could possibly be misspelled.
Does each sentence begin with a capital letter?
Are all proper nouns capitalized?
Have any words been left out of the sentence?
Check each sentence to make sure it ends with a punctuation mark.
Were commas used to separate items in a series?
Quotation marks used for dialogue?
Capitalization
C cEar
. ? !PunctuationSpelling
katcat
Omissions
Watch out for: * Sentence fragments
* Run-on sentences
* Changing tense singular/plural misalignments between nouns and verbs
ŅThe boys is going fishing.Ó
vs. ŅThe boys are going fishing.Ó
Watch out for: * Dates
* Using commas when they are not needed
* Describing what somebody said (quotes NOT needed)
vs. stating exactly what somebody said (quotes needed)
Watch out for words your mind sees because they belong there, but were not actually written.
Watch out for general types of things
ŅtigerÓ
vs. proper names
ŅTony TigerÓ
Watch out for homonyms ŅseaÓ vs. ŅseeÓ ŅthereÓ vs. ŅtheirÓ ŅhereÓ vs. ŅhearÓ
Watch out for ŅieÓ vs. ŅeiÓ spellings
If possible, read your paper at a later time to see if it still makes sense.
Read your paper out loud to yourself or to someone else.
Have someone read your paper out loud to you and suggest changes.
This is a much more sophisticated version of the same strategy that students
eventually learn
sea vs. seethere vs. theirhear vs. here
tigervs. proper nouns Bengal Tiger
Watch out for “ie” vs. “ei” vowel combinations”
RULE:
“i” before ”e” except after “c”
The boys is going fishing.vs.
The boys are going fishing.
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
I do it We do it Y’all do it
You do it
Main idea Main idea
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
I do it We do it Y’all do it
You do it
Main idea Main idea
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
I do it We do it Y’all do it
You do it
Main idea Main idea
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
I do it We do it Y’all do it
You do it
Main idea Main idea
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
I do it We do it Y’all do it
You do it
Main idea Main idea
As students move to more complex applications, scaffolding assistance is provided again as needed
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
I do it We do it Y’all do it
You do it
Main idea Main idea
As students move to more complex applications, scaffolding assistance is provided again as needed
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
I do it We do it Y’all do it
You do it
Main idea Main idea
As students move to more complex applications, scaffolding assistance is provided again as needed
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
I do it We do it Y’all do it
You do it
Main idea Main idea
As students move to more complex applications, scaffolding assistance is provided again as needed
Really good teachers provide scaffolding simultaneously on multiple dimensions …
They scaffold assistance as students are learning how to do something
They scaffold the complexity of what students are learning how to do
They scaffold the complexity of the concept being taught at the same time the new skill is being taught
I do it We do it Y’all do it
You do it
Main idea Main idea
For example, they recursively teach “photosynthesis”
The amazing thing is that they do all of this simultaneously, but at different levels for different students, depending on each students’ needs!