Strategies to scaffold learning8/1/2023 ![]() Whether you’ll be using scaffolding for the first time or you’re reviewing its use in your teaching, take some time to reflect on what the teacher has done, how they’ve done it, what they might have done differently, and how this might influence your own practice. Agreeing expectations or rules of talk during activities.Establishing clear roles for each individual in discussions and group work.Technology to support pupils accessing tasks where there is a barrier, e.g.sentence stems, word banks, visual prompts and knowledge organisers Using concrete resources to support understanding such as: to consider teacher language and teaching strategies which scaffold childrens understanding and use of language.Selecting an appropriate practice activity for each step.Breaking lengthier tasks or concepts into smaller steps to manage cognitive load.Pupils learn more effectively when they are required to think hard.ĭepending on the activity, scaffolding might include: More means that we can maintain the same high expectations for all pupils and support them to obtain success in the challenging tasks that we set. Through todays asynchronous learning, participants will: Solidify an understanding of what scaffolding is and the role it plays in acceleration. In contrast to a view of differentiation that involves adapting expectations, scaffolding Progressively introducing students to new concepts to suppor. In ‘Principles of Instruction’, Rosenshine (2012) describes scaffolds as a temporary support used to assist learners that are gradually withdrawn as learners develop competence. Indeed it is a common misconception that differentiation is about personalising learning, when in fact it is a subtle process of giving feedback and providing effective scaffolds to support pupils in achieving common learning goals (Sherrington and Stafford 2019). For pupils who require additional support, ensuring success does not mean differentiating by providing less challenging tasks. A scaffold is a temporary support provided to students to help them achieve a learning goal. However, the needs of some students for processing new learning require thoughtful scaffolding. When planning expositions and activities that support pupils’ needs, keep in mind that it is key for pupils to obtain a high success rate in the tasks that they attempt (Rosenshine 2012). The combination of respectful learning standards and an excellent curriculum is a powerful place to begin the exciting work of helping all learners succeed.
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