![]() ![]() Lessons may follow a different format for different students, with varying levels of teacher supportĪllows students to interact with course content in the ways most comfortable or effective for themĮxample: Read a summary of a book chapter, define key vocabulary words, then read the chapter as a group and answer a short quiz.Įxample: Watch a video about the chapter, define key vocabulary words using a dictionary, then watch the video again and summarize out loud to the teacher. Teachers decrease their support as students progress through lessons Presents different students with different methods of learning Scaffoldingīreaks up a lesson, concept or skill into distinct units or parts Teachers may identify students who need differentiated lessons by first scaffolding their lessons, then determining whether students need alternative assignments to keep pace with their peers. ![]() Both approaches may also be combined in a single lesson. Scaffolding and differentiation are used to achieve similar goals, in that they provide a way for educators to help students succeed while still being challenged and building upon existing knowledge. The teacher is differentiating the type of assessments these students need in order to be successful. For these students, the teacher may ask them to read a shortened or altered version of the text, then show they understand by answering some multiple choice questions about the text. However, there may be one or more students in the class for whom this type of assignment poses a challenge. Unlike scaffolding, which involves all students following discrete steps to master a concept, differentiation presents students with different types of lessons based on their abilities and preferences.įor example, a teacher may assign most of the class to read a chapter of a book, then write a short paragraph discussing the chapter. Scaffolding can also be explained by the phrase “I do, we do, you do,” wherein the teacher demonstrates, guides, then hands the reins to the students. “…the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill she is in the process of acquiring.” Sinclair, et al, 1978) Bruner describes scaffolding as: In The Child’s Conception of Language (ed. The term “scaffolding” was first used in an educational context in the mid-1970s, coined by American psychologist Jerome Bruner. (Students are typically able to ask questions, but many are hesitant.) In this scenario, students would be responsible for navigating their own way through new course content, which would likely prove challenging for students who do not learn well via independent study. The scaffolding approach differs from traditional “independent learning” model, in which a teacher asks students to read an article as homework, write a five-page essay and hand it in by the end of the week without providing any additional structured support. After a classwide discussion on the topic, during which the teacher shows examples of mitosis and answers students’ questions, students may retake the quiz without textbooks to measure their comprehension. When students reach the intended level of comprehension or mastery, the teacher can step back and gradually remove their support.įor example, a middle school biology teacher may show students a video on mitosis, then have them take a short, open-book quiz aided by a glossary. ![]() Much like scaffolding on a building, this technique is meant to provide students with a framework for learning as they build and strengthen their understanding. ![]() Scaffolding is a classroom teaching technique in which instructors deliver lessons in distinct segments, providing less and less support as students master new concepts or material. Helpful Resource Links What is Scaffolding in Education? 4 Strategies for Scaffolding in the Classroom ![]()
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