scaffolding activities

scaffolding is an instructional approach that involves providing support to students until they reach competence with a task. visual aids can be any object around the classroom that helps students to think more deeply about an issue and keep them on track. they can return to their checklist to see if they followed all the steps and completed all the tasks in a lesson to ensure they’re staying within the guidelines. this means the student has only half of the word to sound out at a time. you can leverage this in the classroom by asking them to talk to you about what they’re doing during each step of their learning. when scaffolding a lesson, the teacher can help students by asking them to reflect on past knowledge and use it to solve a current problem.

these strategies can help students have ‘lightbulb moments’ where they move through the difficulties and come to understand difficult ideas in new light. there is also the need to balance the over- and under- use of questioning. a task that has a lot of new vocabulary is made difficult because the student has to wade through the vocabulary and the concepts. but assessment is a scaffolding tool required to help teachers to teach appropriately. too hard, and the students won’t be able to achieve anything. overall, when implementing social constructivist and scaffolding theory, you need to use specific scaffolding techniques like the ones outlined above so you don’t just show knowledge of the theory, but also knowledge of how to apply the theory to your pedagogical practice.

scaffolding learning has become a standard in education thanks to the support it gives students as they build up their knowledge. studies have shown that students who are required to use scaffolds show enhanced inquiry and performance vs. students in learning environments that don’t take advantage of the teaching tool. the educational process in and of itself is a system of scaffolding if you think about it!

these are both methods of scaffolding, providing your students with a structure they can copy as they dive into their own practice of the lesson. as they internalize these learning intentions, your students are able to both make sense of challenging content and of what it is they need to do to meet the challenges in front of them. with a “think, pair, share,” students are presented with a question and the teacher gives them silent time to think about their answer. the key to making this an effective scaffolding tool is to have established a growth mindset in your classroom wherein learning is about discovering — not about getting it right the first time.

some instructional scaffolding strategies include: using visual aids, breaking up learning into chunks, formative assessment, and using open-ended characteristics and critical features of scaffolded instruction intentionality: the task has a clear overall purpose driving any separate activity that may – explore jennifer o’hara’s board “preschool scaffolding”, followed by 450 people on pinterest. see more ideas about preschool,, .

scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk. when scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go. , . 15 ways to scaffold learninggive mini-lessons. model/demonstrate. describe concepts in multiple ways. break large tasks into smaller steps. slow down. scaffold learning by incorporating visual aids. front-load concept-specific vocabulary. activate prior knowledge.

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