![]() However, there are some strategies to use that can optimize student comprehension. Reading: When assigning reading, it can be tempting to just assign some reading and, especially for fluent readers, just allow them to read.This is the time for students to make mistakes, analyze, and learn from them. An important part of this process is giving students time to talk through their process with peers in small groups and partnerships. Finally, before having them work completely independently have students check each other’s work. For example, you may do a few examples as a whole class. For complex topics, it is important to slowly withdraw support. Practice Makes Perfect : Don’t underestimate the importance of the practice (we do) stage.These can be just as helpful as good examples. Finally, during modeling teachers can also give non-examples. During the modeling phase, teachers utilize ‘think aloud’ to show students how to think their way through what they are doing. For example, if a teacher is assigning a science project they can show several examples of projects, as well as the grading rubric. During the modeling stage, teachers should show their final expectations. Modeling doesn’t just fall on the teacher though, students can model for each other as well. The teacher explains and shows the new concept. Modeling: This is the first stage of scaffolding.Activating prior knowledge has the added benefit of engaging students in what they are learning. Once you know their prior knowledge, you can plan instruction. You can also use pre-assessments to accomplish this. First, brainstorm or use a KWL chart to figure out what students already know. Prior Knowledge: Before modeling for students it is important to tap into students’ prior knowledge.Practical strategies to use with students: They build on what students already know and encourages them to learn more. Lessons that utilize scaffolding are intrinsically more interesting than those that do not. ![]() Scaffolding is a key strategy for keeping the affective filter low.Īnother reason scaffolding is so important is that it is engaging. When we feel anxious our brains are less receptive to learning (a concept referred to as the ‘affective filter.’) Keeping the affective filter low makes it so that students are calm and receptive to learning. If each step is clearly explained and laid out for you and you get plenty of practice with support, you will feel much calmer. If you are given an assignment with no examples, no modeling, and no practice, how do you feel? Very likely anxious and frustrated. Think about the student’s perspective in the classroom. ![]() We often see visuals of a ladder depicting this lifting us up a bit beyond what we can reach on our own. ![]() Lev Vygotsky is the father of this concept and he coined the term ‘ZPD, or Zone of Proximal Development.’ He said that kids are moved to the next level of knowledge or ability by support from those that know, or are capable of, more. You do: The student does it on their own.Scaffolding can best be described as the technique of: ‘I do, We do, You do.’ Scaffolding is starting kids out in the shallow end of the pool rather than throwing them into the deep end with no life preserver regardless of their ability to swim. Teachers may choose to use scaffolding for all, or only some, of their lessons. Scaffolding is a method of teaching that works for virtually any subject. ![]()
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