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‹footer›
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Scaffolding
A Temporary Bridge Over Troubled Water
A Temporary Bridge Over Troubled Water
![](3D"slide0002_image001.gif")
Arkansas Reading Association Conference
November 2008
Pat Busbea and Debbie Perryman
Little Rock School District and Arkansas Reading First
Instruction
•In typical education
settings, instruction is used primarily to:
–Deliver information=
3;
–Make assignments
<=
/span>
–Assess
•Effective instruction
occurs when teachers assume responsibility for assisting =
performance
rather than expecting students to learn on their own.
=
•
How do we Scaffold Students?
•<=
/span>Language
–<=
/span>prompts
–<=
/span>questioning
–<=
/span>guiding
•<=
/span>Actions
–<=
/span> mode=
ling
with demonstration
–<=
/span> guid=
ing
•<=
/span>External Resources
–<=
/span>anchor charts
–<=
/span>task cards
–<=
/span>graphic organizers
•<=
/span>Scaffolding closes the gap between task requiremen=
ts and the skill level of the learner. (Dorn, 2001)
Learning Cycle
![3D"Cycle](3D"slide0018_image002.gif")
=
; &n=
bsp;
Plan, Introd=
uce and =
;
Ex=
ternal
Scaffolding
In=
ternal
Scaffolding
Plan for Instruction
•Determine desired resu=
lt
(outcome)
•Determine acceptable
evidence of understanding
–Assessments and
rubrics
–Observation notes
=
•Determine ZAD and ZPD&=
#13;
•Planning the learning
experience and instructional sequence
•Cognitive Structuring<=
/span>
Introduce the Task
•The teacher engages
students through interesting, culturally meaningful, =
collaborative,
problem-solving activities.
•The teacher provides
direct explanation of the strategy, skill or behavior
=
;
–What it is
=
–Why it is used
–When it is used
–The “So
What”
•Why is this important?=
Model
the task
“I Do”
“I Do”
•When modeling, t=
he
teacher:
•<=
/span>Demonstrates an ideal version of the actions of the strategy, skill or behavior
•<=
/span>Demonstrates how to use the skill, strategy, or behavior
•<=
/span>Shows and<=
/i> Tells
•<=
/span>Modeling is a powerful means of assisting <=
/span>=
performance.
•<=
/span>It provides the standard.
Guided
Practice
“We DoR= 21;
“We DoR= 21;
• The Teacher:
•<=
/span>Provides scaffolding by guiding students through t=
he problem solving process or the application of a sk=
ill, strategy or behavior
–<=
/span>Multiple Opportunities
–<=
/span>Uses Questioning: Assist, Assess, Engage
–<=
/span>Closely observes and monitors student performance&=
#13;
–<=
/span>Provides Feedback
–<=
/span>Modifies the scaffold to meet each child’s
needs
•<=
/span>Flexible
•<=
/span>Variety
•<=
/span>External to internal
•<=
/span>Applies a gradual release of responsibility
•
•
Independent
Practice
“You Do= 221;
“You Do= 221;
=
226;The
teacher removes herself as the scaffold in order for the
students to apply the knowledge, skills and strategies gained
from the teacher- assisted lesson.
&#=
8226;“Practice
makes permanent”
–Independent
Practice or Independent Assessment?
&=
#8211;Application
or Assessment?
Self-Control and Automaticity
•<=
/span>Self-assisted performance
–<=
/span>Use of Private Speech
–<=
/span>Use of External Scaffolds
•Not yet automatic
=
;
•May not be fully
developed
•<=
/span>Self-Regulation
–As the child’s competence on the task increa=
ses,
the scaffold is reduce=
d,
internalized and removed.
–<=
/span>An essential quality of a scaffold is that it is
self-destructive (Cazden, 1988).
•<=
/span>Fluency with Accuracy
–<=
/span>Proficiency
–
Flexibility and Transfer
The
student:
• Extends the application of the ski=
ll or strategy
to different settings and contexts.
•Transfers knowledge =
into a
foundation for new learning
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•May need
additional scaffolding
<=
span
style=3D'visibility:hidden'>•
<=
span
style=3D'font-size:56%;visibility:hidden'>•
<=
span
style=3D'visibility:hidden'>•
<=
span
style=3D'visibility:hidden'>•
The
End Goal
Self-Regulating and Self-Extending
Readers and Writers
Self-Regulating and Self-Extending
Readers and Writers
•C=
onscious
awareness
–<=
i>I
know what I know.
•S=
elective
attention
–<=
i>I
can direct my attention to what I need to attend.
•V=
oluntary
memory
–<=
i>This
is important for me to remember.
(Dorn, 2001; Clay, 2001)
•T=
he End
Goal:
–&=
#8220;My
reading and writing gets better each time I read and write.”
‹header›
‹date/time›=
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‹footer›
‹#›
We have been using the term scaffo=
lding
for many years to describe the support we give our students to assist them=
in
new learning.
But what do we really mean and what theory supports the idea?
One of the most important things =
we can
do for our students is to teach them sequencing and order. When they can begin to put things=
in
order and see the sequence that an activity requires we have opened up a
pathway for learning.
V=
ygotsky
saw language as a tool for shaping higher-level understanding. He describes how intellectual
development occurs as children work in two complementary learning zones.&#=
13;
=
Get them involved, let them know what they are going to be learning=
and
tie it back to previous learning.
•Model
the assignment VS modeling the strategy or skill
•Example
and non-example
•Anchor
charts
•Graphic
organizers
•Task
cards
=
226;When
you received scaffolding last year did your colleague show and tell or just
tell? Which is more
effective?
•Were you give an assignment or were you learning
something new that you were able to transfer to other activities?Application of a skill
Scaffolds include: anchor charts, task cards, graphic organizers, examples=
of the
task, rubrics; etc.
Scaffolds include: anchor charts, task cards, grap=
hic
organizers, examples of the task, rubrics; etc.
A major goal of scaffolding is to=
keep
children working on tasks in the zone of proximal development.
Moll discusses four stages o=
f the
zone of proximal development. In
the first stage the more capable other is scaffolding the child. In stage two the child provides t=
heir
own scaffold. This is when t=
hey
are self-controlled. They ar=
e consciously
working them self through the process.&nb=
sp;
Think of when you learned to drive a car or use the computer. After you had been shown what to =
do and
guided through the process several times the first few times that you sat =
down
behind the wheel you either mentally or verbally talked yourself through t=
he
process. Put the key in the
ignition. Put my seat belt o=
n,
adjust the mirrors. But the =
car in
reverse. Look behind me to m=
ake
sure nothing is there. Slowly
press on the excelerator. Yo=
u were
self-controlled. We no longe=
r need
the scaffold, we are scaffolding ourselves. Teachers have to be aware of when=
the
child no longer need the scaffold that an activity. The child may never go through the
stages and become automatic if we do not remove the support. While they are at the self-regula=
ted
stage we do not need to move on to the next level of instruction. They have not yet become automati=
c and
if we move on the new learning may interfere and cause confusion. ( give an example)
Research has shown that children who
uses private speech a=
fter
scaffolding were much more likely to succeed on the task item than children
that did not use private
speech.
This is our goal. We have provided the need assista=
nce
and the child has become self-regulated and they are ready to move on to t=
he
next level of instruction and the process starts all over again.
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{
if(!IsWin("PPTSld") || !gUseSldTimings )return
var sld=3DGetCurSld()
if( (sld.mAdvDelay>0) && !parent.IsFramesMode() )
setTimeout("parent.GoToNextSld()",sld.mAdvDelay)
}
function GetObj(id)
{
if(g_supportsPPTHTML) return document.all(id);
else return document.getElementById(id);
}
function SldHasTrans() { return SlideObj.style.filter !=3D ""; }
function GetSldId()=20
{
var regExp =3D /file:\/\/\//i
var pos =3D location.href.search(regExp)
if (MHTMLPrefix !=3D "" && pos !=3D -1)
sId =3D location.href.substring(pos)
else
{
sId =3D RemoveFilePrefixFromHref(location.href);
var regExp =3D /\//
var fixedHref =3D sId
var pos =3D -1
=09
pos =3D fixedHref.search(regExp)
while (pos !=3D -1)
{
fixedHref =3D fixedHref.replace(regExp, "\\")
pos =3D fixedHref.search(regExp)
}
=09
if (g_fBaseHyperlink =3D=3D true)
sId =3D "file:///" + fixedHref;
else
sId =3D fixedHref.substring(fixedHref.lastIndexOf('\\') + 1)
}
=09
return sId
}
function HideMenu() { if( frames["PPTSld"] && PPTSld.document.all.item("ctx=
tmenu") && PPTSld.ctxtmenu.style.display!=3D"none" ) { PPTSld.ctxtmenu.styl=
e.display=3D'none'; return true } return false }
function IsWin( name ) { return window.name =3D=3D name }
function IsNts() { return IsWin("PPTNts") }
function IsSldOrNts() { return( IsWin("PPTSld")||IsWin("PPTNts") ) }
function SupportsPPTAnimation() { return( navigator.platform =3D=3D "Win32"=
&& navigator.appVersion.indexOf("Windows")>0 ) }
function SupportsPPTHTML()
{
var appVer=3Dnavigator.appVersion, msie=3DappVer.indexOf("MSIE "), ver=3D0
if( msie >=3D 0 )
ver=3DparseFloat( appVer.substring( msie+5, appVer.indexOf(";",msie) ) )
else
ver=3DparseInt(appVer)
return( ver >=3D 4 && msie >=3D 0 )
}
function _RSW()
{
if( !g_supportsPPTHTML || IsNts() ||
( !g_scaleInFrame && (!IsWin("PPTSld") || !parent.IsFullScrMode()) ) )
return
var padding=3D0;
if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6
cltWidth=3Ddocument.body.clientWidth-padding
cltHeight=3Ddocument.body.clientHeight-padding
factor=3D(1.0*cltWidth)/g_origW
if( cltHeight < g_origH*factor )
factor=3D(1.0*cltHeight)/g_origH
newSize =3D g_origSz * factor
if( newSize < 1 ) newSize=3D1
s=3DSlideObj.style
s.fontSize=3DnewSize+"px"
s.posWidth=3Dg_origW*factor
s.posHeight=3Dg_origH*factor
s.posLeft=3D(cltWidth-s.posWidth+padding)/2
s.posTop=3D(cltHeight-s.posHeight+padding)/2
if( g_scaleHyperlinks )
ScaleHyperlinks( factor )
}
function _InitAnimations()
{
animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined';
isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode();
g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc=
reen && parent.IsSldVisited());
if( g_animUseRuntime ) {
collSeq =3D document.all.tags("seq");
if( collSeq !=3D null ) {
for(ii=3D0;ii
' + ENDSHOW_MESG + '
![](3D"notes_flag.gif")
No=
tes![](3D"buttons.gif")
