Module 5:

Scaffolding

LEARNING INTENTION: To understand the purpose of scaffolding learning and apply this to my practice.

SUCCESS CRITERIA: I can rework a learning activity to provide at least 2 different levels of scaffolding.

"Scaffolding is placed around the outside of a new building to allow builders access to the emerging structure as it rises from the ground. Once the building is able to support itself, the builder removes the scaffolding."

Jennifer Hammond

“Scaffolding is not simply another word for help. It is a special kind of help that assists learners to move towards new skills, concepts or levels of understanding. Scaffolding is thus the temporary assistance by which the teacher helps a learner know how to do something, so that the learner will later be able to complete a similar task alone”

(Gibbons, 2002: 10)

Scaffolding explained

After watching the two short videos above and having completed your modules on diverse learners, think about.

How do these clips affirm or challenge what you know about supporting every student?
What are some of the ways scaffolding can be used to support students vocabulary development (in different learning areas)?
How could the information in these videos be helpful to your future teaching practice?
How does scaffolding relate to inclusive education (modules 2 and 3) ?

These questions are for you to reflect upon and guide your new learning. You do not need to submit your response to these questions. Your task is below.

When planning teaching and learning activities it is important to consider the level of challenge and support that you provide.

All students should be supported to access the appropriate level of the curriculum for their age but will require different levels of support to do so.

Teachers that provide a high level of challenge with a high level of support have high expectations of their students and belief in themselves to be able to scaffold the learning appropriately.

Determining how much and what type of scaffolding is needed, and for how long relies on the teacher knowing their students well.

High challenge without scaffolding can lead to anxiety for students and a low level of challenge leads to disengagement (low scaffolding) and dependence (high scaffolding).

Scaffolding is temporary....it is future orientated and offers appropriate levels of challenge and support for learners

A gradual release of responsibility framework following the principle of modelling is common when working with younger children and during direct instruction with older students.

I do / you watch

I do / you help

You do / I help

You do / I watch

In this module we encourage you to think beyond the I do...You do model and consider other approaches to supporting all learners to access the learning - see below.

Other forms of scaffolding include:

using graphic organisers, templates, or tables
using a range of sensory aids/concrete materials eg visual images, three dimensional models, physical models.
collaborative activities such as think, pair, share/discuss or talk moves
Publish; shop and polish (groups discuss their ideas, publish them on paper for others to view, wander around the room to 'shop' and gather extra ideas, then return to their own group to polish their ideas like our library walk for the map of the pacific).
sentence starters, word lists, headings and sub-headings, writing frameworks

Scaffolding ideas

Module 5: Scaffolding

Due Date : see Google classroom.

This module draws on your learnings from the previous modules and encourages you to plan for inclusion, making the learning accessible for all.

Select a specific learning activity that would be part of a lesson relating to a curriculum area and level of your choice. This may be something you find online or a task you have from past teaching experience.

1. In your document state the:

learning area
curriculum level
learning intention and
success criteria relevant to this activity/task.

then

State and describe the activity [not the whole lesson]

2. Rework the activity so that you have 2 alternative ways of scaffolding the learning in task/activity to better meet the needs of all learners. See above for our face to Face day resources for a reminder of scaffolding.

3. Write a brief explanation of how each scaffold enables targeted groups of ākonga|students to access the same learning. Eg. our diverse learners (module3) our english langauge learners (module 4)

ie Which type of learner the scaffold will help [please do not talk about visual/auditory/kinesthetic learners] but think about Module 3 & 4, where you explored supporting learners with ADHD, Dyslexia, Autism, or ELLs] and how it might help them to access the learning task.

4. Post your response to this Module through google classroom.

Note: you can find links to curriculum 2007 and refreshed learning areas at this link NZC learning areas online .

NB do not submit a chunked lesson plan or unit plan, we are looking for you to consider ways you can include learners with specific needs in a learning task that sits within a lesson who otherwise might miss out if you took a one size fits all approach.

If you are willing for other participants to use your activity in either its original or modified form please write "Available for use" at the top of your document and then share the link in the module 5 comments section for others to view.