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Scaffolding

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Scaolding in buildinga temporary structure to support the building and allow the builder to build it during constructiononce the building can stand on its own, the scaolding is removed. In education: a temporary supporting stucture that students can use to access, improve, and add to their current knowledge in order to achieve learning outcomes. Compare with learning to ride a bike: tricycle, training wheels, parents hands on bike, then on our own. Scaolding provides building blocks such as language or background knowledge to do complex work with the new content. Not a permanent crutch. One set of scaolding is no longer needed because the building is completedso its then removedand new layers are built. The goal of scaolding is to help Ss take another step further in their knowledgeso its constantly being rebuilt, going ever higher.

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Gradual release of responsibility I do. You watch and respond We do together. I help and respond. You do together. I watch and respond. You do independently, I watch and respond.

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Verbal Scaffolding paraphrasing think alouds reinforcing definitions with context providing correct pronunciation slowing speech, increasing pauses, speaking in phrases eliciting more language and information from students

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Procedural scaffolding instructional framework one-on-one small-group instruction grouping with different levels

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Instructional scaffolding graphic organizers models of completed assignments

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Scaffolding Example When teachers rst model an assignment, then take students through a similar assignment step-by-step, and then give students a similar assignment to do on their own. Techniques connecting new information to what Ss already know highlighting the most important information in a text giving students a diagram to help them take notes on and recall information from a text many more

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Scaolding linguistic and cognitive demands Mercury Mercury is named after the Roman Messenger of the Gods. Mercury is quite a small planet. It has a diameter of about 4,900 km. which means that it is about 2 12 times smaller than the Earth. Mercury does not have any moons. It has no atmosphere, and so the temperatures on the surface vary greatly. During the day it can be as hot as 430 C and at night it can be as low as -180 C. Even though it is near the Sun (it is about 58 million km. from the Sun), it gets cold at night, because there is no atmosphere to stop the heat radiating away from the surface. A day on Mercury is very long. It takes about 1,400 hours to rotate once on its axis, which means that a day is nearly 60 times longer than on Earth. However, a year on Mercury is quite short because it only takes about 3 months to orbit the Sun. The gravity on Mercury is quite low. It is about 4 n/kg which means that it is nearly 212 times less than on Earth. Therefore on Mercury you would weigh 2 12 times less and be able to jump 2 12 times higher than on Earth.

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Scaolding for reading

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Scaolding for writing Write about this planet. Include information about: name, diameter, distance from sun, hours/days/months/year, surface temperature, atmosphere, moons, and gravity.

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Scaolding for writing 1. This planet is called. Its diameter is km. 2. It is million km. from the Sun. There are hours in a day. 3. There are months in a year. 4. On the surface the temperature is C. Its atmosphere is made up of. It has moons. 5. The force of gravity is.

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Scaolding for writing

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Write about this planet. Include information about: name, diameter, distance from sun, hours/days/months/year, surface temperature, atmosphere, moons, and gravity.

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Scaolding for speaking T: What did the experiment show? Ss: [silence] Why? Why do Ss nd it dicult to answer this question? Lots of content to process and no language help at all. Alternatives: Specic question that includes a phrase from the answer. Arming student eort but providing a more suitable vocabulary choice. Asking for repetition. Including written as well as oral models for students who process information better by reading it than by hearing it

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Scaolding for speaking T: What did the experiment show about water pressure? S: Water pressure grow T: Yes, water pressure increases S: Water pressure increase.when water level T: Right! Water pressure increases with the water level, with the depth of the water. Carlos, say it again please. S: Water pressure increases with the depth of the water. T: Lets say it another way: The greater the depth [gestures], the greater the water pressure. [writes on the board]. However watch out for prompts or recasting that: is too subtle, so Ss dont notice it; doesnt allow Ss to selfrepair demotivates Ss because it doesnt acknowledge the content work theyre doing. So, keep moving with the content.

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Example of scaolding This was the opening activity for a unit in a geography class about rainfall and ooding in various regions. 1. How many children can you see? Who are these people? Are they in a swimming pool? How do you know? [simple questions that engage all learnersmoving toward reasoning and speculation]. 2. Next questions involve more speculationno immediate correct answer. Provide scaolding. Give question to Ss in groups. a. When was the photo taken? Weather: sunlight, temperature, cloud Light: dawn, midday sunlight, shadow Clothing: swim suit, shorts, t- shirtLandscape: trees, warm water, cold water b. What are the children doing? Sentence starters: They are swimming They are playing They are talking about. c. How do the children feel? happy, laughing, smiling, joking, talking. Sad worried, frowning, quiet, scared 3. Why do they feel. Sentence frame: I think that they/some of them/the boys/the girls are ______/ not _____because they are ______and they look as if they are ______. 4. What is the title of the picture? Children swimming in oodwater From Coyle Hood & Marsh