Thank you so much for all of the great discussions from PLC this week. I know digging into our data can be hard at first but I am so grateful that we have the guidance of our Title 1 team!
This week on the blog, I wanted to dig into scaffolding and how we can simplify this process in our classrooms.
What is the difference between scaffolding and differentiating?
Scaffolding means breaking up a lesson or activity into manageable chunks while providing a tool or structure with each chunk.
Example: For reading, you may review vocabulary, preview the text, and read in chunks.
Differentiating involves giving students an entirely different text or activity based on skill.
Scaffolding is what we do first to help students become successful with grade level material.
Differentiating takes place when students are struggling with scaffolded material.
Let's learn more!
Modeling for students is our first step in scaffolding a lesson. That is why the I DO, We Do, and You Do routine is so important. This is a great opportunity for you to model, scaffold for your class and then narrow down who needs more scaffolding in order to be independent.
Along with modeling, mini lessons are also really powerful when used for reteaching. Sometimes students need to just hear or see the information presented in a different way. These mini lessons are perfect for your small group time. Add an exit ticket to collect data on where your students are after the reteaching.
Think Alouds are also powerful scaffolding tools. They allow students to tap into background knowledge. This is a great time to help front load vocabulary for a text or lesson.
Providing students with a graphic organizer is also a fantastic way to scaffold information. It provides a systematic way for students to organize newly learned material. These organizers also allow students to express their thinking.
Check out this blogpost from Edutopia about 6 Scaffolding Strategies to use with your students!
We can dive more into this during our PLCs!
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