Scaffolding Instruction: When should we do it and what does it look like?

1. MEGA Conference 2014 Scaffolding Instruction:When should we do it and what does it look like?

2. CCRS Implementation Survey Outcome - 2014 61.3% Students w/ Disabilities Question 9: Asked about teacher preparedness to teach the College and Career Readiness Standards to various Alabama students. 91.3% All Students Instructional Scaffolding helps students bridge the learning gap. 59.4% English Learners

3. Outcomes • Participants will investigate the practice of Instructional Scaffolding. • Participants will connect the practice of Instructional Scaffolding to Formative Assessment through research and planning questions. • Participants will discuss the challenge of reading complex text and observe classroom methods for instructional scaffolding. • Participants will identify and discuss strategies that will guide teachers and leaders through implementing and sustaining professional learning.

4. Participants will investigate the practice of Instructional Scaffolding. Outcome 1

5. What is scaffolding? Building a Definition Dictionary.com [skaf-uhld, -ohld]Show IPA noun 1. a temporary structure for holding workers and materials during the repair, or decoration of a building.

6. Basic Definition Traditional thinking: Temporary support structures a teacher puts in place to assist students in accomplishing a task they might otherwise not reach The ‘more knowing other’ Much emphasis on: Rubrics, Feedback & Goal Setting Supports later removed. Also thought of as Instructional Strategies Both views supported by research-based best practice What is Instructional Scaffolding?

7. Think-Write-Pair-Share What do you think may be the biggest challenge and the greatest benefit from Instructional Scaffolding?

8. It’s all in the way we USE the strategy to support the learner!

9. Guidelines for Implementation • Select suitable tasks that match the standard being taught. • Allow students time to create instructional goals for themselves. • Consider students backgrounds and prior knowledge as goals are set, and throughout learning. • Create a welcoming, safe, and supportive learning environment that encourages risk taking in learning. • Provide encouragement and praise (‘Being a witness to the good’, High Impact Instruction, Jim Knight, p. 320) to help learners stay focused on their goal. • Use a variety of supports during a task (ex. Learning Maps, stories, visual aides, gestures, feedback, rubrics, diagrams, etc.). • Help students become less dependent on instructional supports as they work on tasks.

10. It’s all in the way we USE the strategy to support the learner! ANCHOR CHARTS AND WORD WALLS INVESTIGATING INSTRUCTIONAL SCAFFOLDS

11. Anchor Chartsare a simple formof instructional Scaffolding.Removing them occurs when they are no longer needed. myclassroomideas.com/authors-purpose-easy-as-pie-anchor-chart/

12. Tier III Domain Specific Words http://api.ning.com/files/IJ1A9eT5LS0Ks4Vv3QTnTA-5Zw6CnuaVCibV3oTBiM6q6c27xwtZ6QvOtCNA8rSdSgpWwCybAIwU9rYrn0CH6PFbffqhAJ3r/WordWall.jpg

13. A synonym word wall can provide a scaffold to students who struggle with their writing. http://www.theclassroomcreative.com/wp-content/uploads/2012/08/literacyb8a8e203-30a2-4979-8663-78fe70b6f94d.jpg

14. Snapshot from a ‘Teaching Channel Video’ - Time 6:39 Front-loading vocabulary for a novel. Student use the word wall and the photos to predict what will happen prior to reading a chapter.

15. INTERACTIVE WORD WALLS Making Connections between Vocabulary Words THINKING PROMPT: Notice how students make connections between the vocabulary words – how might this scaffold a reading or writing assignment? Embed or link to video: INTERACTIVE WORD WALL By: Expeditionary Learning on VIMEO Available at: http://vimeo.com/84900192 Utilizes the Speaking and Listening Standards! Video Time 2:13vimeo.com/84900192

16. It’s all in the way we USE the strategy to support the learner! LEARNING MAPS AS AN INSTRUCTIONAL SCAFFOLD Jim Knight- High Impact Instruction

17. 3rd Grade Learning Map – Narrative Writing

18. Video 4.1 - Time 3:19Carrie Hochgrebe & LEARNING MAPS – a SCAFFOLDING TOOL for Frontloading Students and helping students CONNECT CONTENT Embed or link to video: Video 4.1 Carrie Hochgrebe learns about learning maps By: Corwin Press Available at: http://www.corwin.com/highimpactinstruction/videos/v4.1.htm

19. THINKING PROMPT: How is a Learning Map an Instructional Scaffold? • Visualize the content • They Show the Big Picture: Where are we going/Where have we been/How do all of these items CONNECT! • They Keep Students and Teachers on Track • They Structure the Beginning and Ending of Lessons • They Make Connections Explicit: How does one topic relate to another? • They Help Struggling Note-Takers: Organize thinking. • They Serve as a Living Study Guide: an ongoing study guide

20. Rubrics are encompassed by the traditional definition of scaffolding! INVESTIGATING RUBRICS AS AN INSTRUCTIONAL SCAFFOLD

21. Rubrics and Scaffolding • Scaffolds should always compliment instructional objectives. • Provide an outline of the goal – where are we going with this learning? • Provide a rubric of how work will be assessed. • Students work on their task, evaluating themselves against the rubric. • Teacher provides feedback, next steps against a rubric. • Student continues work on the task. • The pattern continues until the task is completed. • A new rubric may be added for the next phase of the same task (ex. Writing – reflect back on that Narrative learning Map and all of its parts). Northern Illinois University, Faculty Development and Instructional Design Center http://edglossary.org/scaffolding

22. START HERE Develop a rubric for desired standards-based skills allowing for repeated attempts before mastery is attained

23. Creating Standards Based Rubrics • CCRS # 24: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3] • a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a] • b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b] • c. Use temporal words and phrases to signal event order. [W.3.3c] • d. Provide a sense of closure. [W.3.3d]

24. Sample Rubric for Narrative Writing – Grade 3 CCRS # 22 / CCSS W 3a-d & 4

25. On this writing task, I will be working on, and would like to receive feedback on, _Event sequencing__. In my next writing assignment, I need to work on_____________________.

27. The CHALLENGES of Instructional Scaffolding: • Planning for and implementing scaffolds is time consuming and demanding. • Selecting appropriate scaffolds that match the diverse learning and communication styles of students. • Knowing when to remove the scaffold so the student does not rely on the support. • Not knowing the students well enough (their cognitive and affective abilities) to provide appropriate scaffolds. Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, www.niu.edu/facdev, 815.753.0595

28. The BENEFITS of Instructional Scaffolding • Challenges students through deep learning and discovery. • Engages students in meaningful and dynamic discussion an small and large classes. • Motivates learners to become better students (learning how to learn). • Increases the likelihood for students to meet instructional objectives. • Provides individualized instruction (especially in smaller classrooms). • Affords the opportunity for peer-teaching and learning. • Scaffolds can be ‘recycled’ for other learning situations. • Provides a welcoming and caring learning environment. Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, www.niu.edu/facdev, 815.753.0595

29. Why we should Scaffold Instruction for our Learners: • It supports students in the process of becoming responsible for their own learning! • It provides a supportive learning environment. • Students are free to ask questions, provide feedback and support their peers in learning new material. • Students have an incentive (and are taught) to take a more active, responsible role in their own learning!

30. A teacher role is to provide support and feedback to help bridge gaps for their student.

31. Participants will investigate the practice of Instructional Scaffolding. Revisit Outcome 1

32. Participants will connect the practice of Instructional Scaffolding to Formative Assessment through research and planning questions. Outcome 2

33. Traditional Planning Questions for Teachers: • What standard(s) are you teaching today? • How will you know your students have met the daily outcome? • What steps will you take to ensure your students meet the daily outcome? • What will you do if they do not meet the daily outcome? • What will you do if they do meet the daily outcome?

34. What is formative assessment? • Teachers and their students actively and intentionally • engage in the formative assessment process when they • work together to do the following: • Focus on Learning Goals • Take stock of where current work is in relation to the goal. • Take action to move closer to the goal (Brookhart, 2006). Good Instruction Scaffolding Formative Assessment

35. Vygotsky – The Basics of Social Development Theory Green: The zone of ACTUAL development – no learning is happening here. Students are comfortable, bored & disengaged. Blue: The zone of CONCEPTUAL development. This is where we want learning to go although much support will be needed. If expected to go alone, or without adequate support, a learner experiences anxiety and may give up in frustration. Purple: The zone of PROXIMAL development. This happens in a social context through conversation and thinking skills with a ‘more knowing other’. This is where a student can be engaged. The GAP we help bridge through scaffolding. Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes.

36. A closer look at the processdefined by Brookhart and Wormeli: Shared Learning Targets based on standardsShared Criteria for Success (rubrics)Feedback that feeds forward

37. Cycle of Scaffolding (S) andFormative Assessment (FA)

38. PLANNING QUESTIONS FOR ALL TEACHERS

39. Participants will connect the practice of Instructional Scaffolding to Formative Assessment through research and planning questions. Revisit Outcome 2

40. Explore the process of implementing practices that scaffold complex text. Outcome 3

41. Scaffolding Instruction : When Should We Do It and What Should It Look like?

42. Synectics Challenging Text is like weight lifting because…

43. STRATEGY / SCAFFOLD for COMPLEX TEXT IQ Pairs (Insight Question Pairs)

44. IQ Pairs Directions • Pair off with a partner. • Decide who will be #1 and who will be #2. • Number one reads, “What Makes Text Complex?” • Number two reads, “ What Can Teachers Do about Complexity?” • As you read formulate questions and insights, charting them into the graphic organizer. • After partners have completed their section, stop and share insights and questions. (Jot your partners insights and questions on your chart).

45. https://vimeo.com/54007714 Grappling with Complex Informational Text Embed or link to video: Grappling with Complex Informational Text By: Expeditionary Learning Available at: https://vimeo.com/54007714

46. Prepared Graduate Defined Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

47. AS A REMINDER . . . Scaffolding Instruction can be described as those temporary supports (in the form of questions, cues, and prompts) a teacher offers a learner to help him or her bridge toward a skill or concept he or she cannot do or understand independently (Wood et al., 1976)

48. How Should Instruction Address Text Complexity? RA! RA! RA! Reading! Read Along Some scaffolding, as needed, for decoding, fluency, vocabulary, and comprehension Read Aloud Modeling of decoding and fluency Heavy scaffolding for vocabulary and comprehension Read Alone Independent, autonomous reading Little to no scaffolding Student Autonomy Teacher Scaffolding Gradual Release of Responsibility (I do, we do, you do)…

49. What does this statement mean? Provide scaffolding that does not preempt or replace text.

50. HOW DO WE DO THIS: • Number paragraphs for easier citations • Chunk the text into smaller portions (this will look different for each student). • Underline and circle with a purpose. • Left Margins: What is the author SAYING? • Summarize each chunk • Right Margins: Dig deeper into the text. • Use a Power Verb to describe what the author is doing (comparing, arguing…) • Represent material with a picture • Ask questions Iteachicoachiblog.blogspot.com