Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Dabareh Vowellon 28 January 2014
Transcript of Scaffolding:
Use visual aids
Graphic organizers, pictures, and charts
can all serve as scaffolding tools. Graphic organizers are very specific in that they help students visually represent their ideas, organize information, and grasp concepts such as sequencing and cause and effect.
"A graphic organizer shouldn't be The Product, but rather it's a
that helps guide and shape the student's thinking so that they can apply it.
"Some students can dive right into the discussion, or writing an essay, or synthesizing several different hypotheses without using a graphic organizer of some sort, but many of our students benefit from using them with a difficult reading or challenging new
Think of graphic organizers as
; they are
temporary and meant to be removed."
Take time to save time
to go over assignments and projects thoroughly - it will improve student performance and save you time later.
to allow students to discuss questions and clarify information
What is Scaffolding?
breaking up tasks or learning into chunks
providing a tool or structure for each chunk
Tap into prior knowledge
Ask students to share how they would approach an assignment based on their
Ask students to
where they may be confused or need help
Have them make
of what they know already about the project and what they might need to know
Building Student Success
The opposite of scaffolding....
Read the chapter and write a five-page paper on the three main concepts, citing at least 10 sources.
Even in higher ed...students need
connection to the targeted learning
of the tasks/products students will complete
by asking some questions to determine their understanding so far.
misconceptions and preconceptions
with a short questionnaire pointing to common faulty knowledge.
Do a "one-minute paper" to determine
concept, assignment, or
Communicating clear expectations
Use class time to answer questions about your expectations and have students write “The five most important things I need to focus on to complete this assignment are ____.”
Share in pairs for a minute and then report out.
Work on making criteria increasingly objective, linking a score or grade to specific criteria like “Evidence exists for 90% of the above criteria and throughout 90% of the project,” or “No more than 3 to 4 errors (in grammar, passive verbs, sentences with unneeded words; and/or sentence structure) were found in the work.”
Show and Tell
for an example (yes, best practice even in college)
Talk through the process
as if you were going to do the project
Provide a "
The University of Texas at Austin
DePaul University, Teaching Commons
Adapted from Idea Education
De Montfort University
Edutopia, Six Scaffolding Strategies to Use with Your Students
Want more info?
Northern Illinois University
Instructional Scaffolding to Improve Learning
Supporting Student Success Through Scaffolding
Anatomy of a Lesson Plan
American Journal of Pharmaceutical Education
Instructional Scaffolding to Improve Students’ Skills in Evaluating Clinical Literature
Social Science Research Network
Examples of Scaffolding and Chunking in Online and Blended
Provides clear direction and reduces students’ confusion – Educators anticipate problems that students might encounter and then develop step by step instructions, which explain what a student must do to meet expectations.
Clarifies purpose – Scaffolding helps students understand why they are doing the work and why it is important.
Keeps students on task – By providing structure, the scaffolded lesson provides pathways for the learners. The student can make decisions about which path to choose or what things to explore along the path but they cannot wander off of the path, which is the designated task.
Clarifies expectations and incorporates assessment and feedback – Expectations are clear from the beginning of the activity.
Points students to worthy sources – Educators provide sources to reduce confusion, frustration, and time. The students may then decide which of these sources to use.
Reduces uncertainty, surprise, and disappointment – Educators review their lessons to determine possible problem areas and then make adjustments to provide the needed scaffolding.
Teaching-Learning Toolkit: Equipped for the Future
Scaffolding can also be giving assignments that "build" into a bigger assignment.
For instance, before writing a five-page paper, students will submit a one-page plan, a table of contents, an outline, a list of resources,then write the paper.
Edutopia: Six Scaffolding Strategies to Use with Your Students