Access to grade-level tasks is critical to improving academic outcomes for all students. Students who are performing below grade level benefit most from access to rigorous Tier 1 instruction, and providing appropriate supports are necessary to ensure access. Students who are continuously provided with below grade level tasks experience lower self-efficacy, as they internalize the message that they are not able to do grade level work. This also contributes to a widening learning gap. Students who are asked to complete grade level tasks without appropriate support also experience lower self-efficacy (see more in the article to the right). Scaffolding truly serves as the bridge to success as the scaffolds ensure students get the support required to access grade level work.

Here is a quick read that shares why scaffolding is so important as well as some simple examples for scaffolding learning.

Here is a video (2:27) describing the connection between working memory and important scaffolds.

Instructional scaffolding is a process through which a teacher adds supports for students in order to enhance learning and assist in the mastery of tasks. The teacher systematically builds on students' experiences and knowledge as they are learning new skills. Scaffolds are removed as soon as possible to ensure students are ultimately able to work independently. Examples of scaffolds include:

• I Do, We Do, You Do Together, You Do Independently

• Pre-teaching vocabulary for a unit or lesson

• Chunking information into a smaller or single concept lesson with a focus on prerequisite skills and leveraging prior knowledge

• Verbalizing the process

• Visual aids, including graphic organizers

• Exemplar models

• Promoting cooperative learning and dialogue with peers