https:// docs.alsde /documents/908/Attachment%201%20Plan%202020.pdf

1. https://docs.alsde.edu/documents/908/Attachment%201%20Plan%202020.pdfhttps://docs.alsde.edu/documents/908/Attachment%201%20Plan%202020.pdf

2. Scaffolding Instruction Cara Whitehead, NBCT Instructional Partner Rainbow Middle School Rainbow City, AL

3. Outcomes: • Define scaffolding. • Develop an understanding of tools used to scaffold learning. • Understand the differences in scaffolding and differentiation. • Determine strategies that can be integrated into instruction to scaffold learning.

4. Rigor Made Easy • E – Engages all students • A –Accommodates all learners • S – Scaffolds learning • Y – Yields results Rigor Made Easy Barbara Blackburn

5. What do you notice about this scaffold?

6. Scaffolding(Three-Column Note Taking Device) While watching the following video, take notes by placing the learned information into the appropriate column.

7. What is scaffolding? • Support students • To become independent learners • Leading to the students accomplishing the objectives successfully • While planning for the removal of the scaffold

8. How do I scaffold learning? • Scaffolding is NOT differentiation (modifying or changing an assignment). It is done prior to differentiated instruction. • Break the learning into chunks. • Provide a tool or structure to the chunk. • Know the distance between what each can do alone and with assistance.

9. Differentiation or Scaffolding : What’s the difference? https://session.wikispaces.net/3471/auth/auth?authToken=bd8080ed8b07aafa7d026e6e95ee3040

10. Real world example: Objective: Lead a healthier life by losing weight and eating healthier Activity - Losing Weight: run 1 hour on the treadmill 5 times per week Activity - Eat Healthier: Eat a diet focusing on protein and limiting carbs Senior Citizen - bad heart! Has an ankle injury! Everything is great! Is a vegetarian!

11. Scaffolding = Add to Support Differentiation vs Scaffolding Will be given a calorie counter to make sure she meets daily protein requirements Instead of meat/fish/ chicken – eat nuts, beans, and protein shakes Differentiation = Change Vegetarian Will wear a heart rate monitor to make sure she is not over-exerting Instead of treadmill, will use stationary bicycle for 1 hour, 5 times a week Bad Heart Ankle Injury

12. Differentiation = Change “To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively.”(Hall, 2003) • Three Ways to Differentiate: • Change Material • Change Activity • Change Student Product • Still meeting the same objective!

13. Scaffolding = add to support “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997). • Adding something to your instruction to assist learners who are having difficulty • Support is withdrawn as students gain proficiency • Scaffolding can occur alongside of differentiated instruction • Still meeting the same objective!

14. What are some strategies I can use to scaffold learning? • Show and Tell • Tap into Prior Knowledge • Give Time to Talk • Pre-Teach Vocabulary • Use Visual Aids • Pause, Ask Questions, Pause, Review *Handout

15. Exit Slip • Pick one scaffolding strategy you will commit to use with your students this week. How do you think it will impact your students learning?

16. References • Blackburn, B. R. (2012). Rigor made easy: getting started. Larchmont, NY: Eye on Education • https://docs.alsde.edu/documents/908/Attachment%201%20Plan%202020.pdf • http://www.youtube.com/watch?v=9gNjGD_W3dM • http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber