Teacher Practical Guidance:

Scaffolding

Category: Assessment & Planning

Rank Order

41

Effect Size

0.52

Achievement Gain %

20

How-To Strategies

How to Scaffold: Belland (2014)

  • Observe students – what is challenging for them?

 

  • Break down the issue into small instructional chunks

 

  • Teach mini-lessons

 

  • Use explicit instructional methods

 

  • Model, demonstrate and use ‘think-alouds’

 

  • Visual aids

 

  • Front load concepts and vocabulary

 

  • Graphic organizers, charts

 

  • Gradual-release model

 

  • Think-Pair-Share

 

  • Use backward-design or Universal Design for Learning (UDL) when creating lesson plans

 

  • Activate prior knowledge (KWL)

 

  • Use ‘Do-Say” not ‘Say-Do’ when introducing new content

 

  • Coach students to help each other

 

  • Use Jigsaw method

 

 

Scaffolding Activities for Different Subjects:

Mathematics

  • Use of Manipulative’s: Provide concrete objects like blocks or counters to help students understand mathematical concepts

  • Step-by-Step Problem Solving: Break down complex problems into smaller steps, guiding students through each stage of the problem-solving process

Language Arts

  • Graphic Organizers: Utilize graphic organizers to help students visualize the structure of a story or the components of an essay
  • Think-Alouds: Model the thinking process while reading a text, demonstrating how to make predictions or infer meanings

Science

  • Experiments with Guided Questions: Conduct science experiments with guided questions to help students make observations and draw conclusions
  • Use of Visual Aids: Incorporate diagrams, charts, and videos to illustrate scientific concepts and processes

Social Studies

  • KWL Charts: Use KWL (Know, Want to know, Learned) charts to activate prior knowledge and guide inquiry into new topics
  • Role-Playing Activities: Engage students in role-playing historical events or simulations to deepen their understanding of social studies concepts

 

How-To Resources

Link – WEBSITE (UbD) Understanding by Design

 

Link – BOOK (Fisher & Frey) Gradual Release

 

Link – VIDEO’S (ACPS) Gradual Release

 

Link – ARTICLE (Univ SD) 7 scaffolding learning strategies

 

Link – ARTICLE (Uof B) Scaffolding Content

 

Link – ARTICLE (We are Teachers) 18 ways to Scaffold learning

 

Link – ARTICLE (Teach Starter) 10 ways to Scaffold

 

Link – ARTICLE (Fisher & Frey) Engaging the Adolescent Learner

 

Link – ARTICLE (GCU) What is scaffolding and how is it applied?

 

Link – ARTICLE (Edutopia) 6 scaffolding strategies

 

Link – ARTICLE (WI) Gradual Release of Responsibility

References

Beck, I., McKeown, M., and Kucan, L. (n.d.). Choosing words to teach. Reading Rockets.

 

Belland, B. (2014) Scaffolding: Definition, current debates, and future directions. In Spector, J., et al (Eds.) Handbook of Research on Educational Communications and Technology. Springer.

 

Berk, L., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington DC: NAEYC.

 

Fisher, D., & Frey, N. (2021). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD. Link

 

Fisher, D., et al (2018). The teacher clarity playbook: A hands-on guide to creating learning intentions and success criteria for organized, effective instruction. Corwin. Link

 

Fisher, D., Frey, N. (2011). Engaging the adolescent learner. Link

 

Hattie, J. (2023). Visible learning: The sequel. Routledge.

 

McIsaac, J. (2019, August 6). What is ‘scaffolding’ in teaching?: a simple explanation. Exceptional Lives. 

 

Popper, K. (1992). The logic of scientific discovery. Routledge

 

Professional and Continuing Education. (n.d.). 7 scaffolding learning strategies for the classroom. University of San Diego.

Scaffolding

 

DEFINITION

Scaffolding: Scaffolding in lesson planning and teaching is a pedagogical technique that involves breaking down learning into manageable units and providing support to students as they grasp new concepts or skills. The support is gradually decreased as students gain proficiency, allowing them to work more independently. This process is based on the concept of the zone of proximal development (ZPD) proposed by psychologist Lev Vygotsky. Scaffolding can involve various strategies, such as providing models, cues, prompts, and feedback to help students achieve specific learning objectives. It is a way to minimize unnecessary struggles and support student success by guiding them through the learning process toward greater understanding.

 

Gradual Release of Responsibility: A key concept in scaffolding is ‘Gradual Release of Responsibility.’ The Gradual Release is an instructional framework that aims to move students towards independence by gradually transferring the responsibility for learning from the teacher to the students. It typically consists of four phases:

  1. I DO: The teacher models the lesson objective in a focus lesson.

  2. WE DO: Guided instruction with input from both the teacher and the students.

  3. YOU DO TOGETHER: Collaborative learning in small groups or partners.

  4. YOU DO ALONE: Independent practice

    The framework is not necessarily linear, and students move back and forth between each phase as they master skills, strategies, and standards. The ultimate goal is for students to be able to transfer and apply their learning in different settings, leading to independent comprehension of the subject matter or task at hand.

 

DATA

  • 7 meta-analysis reviews

  • 274 research studies

  • 31,000 students in studies

Hattie (2023) p. 370

QUOTES

“The zone of proximal development (Vygotsky, 2012) involves teachers and students recognizing a gap between what a learner accomplishes alone and what can her accomplished with assistance of an expert. Thus, the Lerner needs scaffolding from experts to reduce this gap…” Hattie (2023) p. 381

 

 

“When teachers have developed the learning sequence in such a way that students first understand the ‘what’ (surface knowledge and content), and then go on to develop deeper understanding based on ‘how & with’ (relate and extend these ideas)…this can significantly impact student learning outcomes.” Hattie (2023) p. 62

 

 

“The art of teaching is knowing what levels of challenge each student is prepared to make, creating teaching acts to deal with anxiety and promote confidence to take on more challenging tasks, reducing the inequities in the class by using student peers as part of the teaching, and having the evaluative thinking skills to make decisions about optimal teaching methods and knowing when to best implement them.” Hattie (2023) p. 63

 

 

 

“Disequilibrium, however is the perfect opportunity to advance learning provided teachers optimize this opportunity.  Knowledge grows not through the building up of certain information but through continual correction, alteration, and rejection of earlier knowledge…” Popper (1992)

 

 

“The complexities in scaffolding strategies can make it hard for teachers in busy classrooms to be aware of the nature and extent of scaffolding for each student. Hence, the use of computer technology to provide scaffolding, detect growth in learning, and know how to fade the level of scaffolds.” Belland (2014)