Module 11: Scaffolding Instruction
Day 4, SI–1
Essential Question
How can scaffolding instruction increase the rigor of
my classroom and allow more students to achieve at
higher levels?
Day 4, SI–2
Round-Robin Brainstorming
When we talk about scaffolding instruction, what
comes to mind?
•In round-robin fashion, each person will share a
thought.
•If you have nothing to add, you can pass.
•After everyone shares for the first time, anyone may
add comments.
Day 4, SI–3
Scaffolding
Support for learning:
• Can be provided by a teacher, other adult, or more
experienced peer.
• May consist of modeling, questioning, providing
visual organizers, or constructive feedback.
• Is gradually removed as the student gains the
ability to work independently.
Day 4, SI–4
Looking at Student Work
Think about the student work that you brought.
• Which students appeared to have trouble with the
assignment?
• What might have interfered with the learning
process?
~ Did students lack prerequisite skills?
~ Did students have special learning needs that
required additional attention?
~ Did students have any ELL-related issues?
Day 4, SI–5
Scaffolding Strategies from
the Educator’s Toolbox
To identify scaffolding strategies:
• Briefly scan your copy of the Educator’s Toolbox.
• With a partner, choose a strategy that you might
use to scaffold instruction.
• Discuss (using a concrete example to support) how
you would implement the strategy.
• Be prepared to share out with the group.
Day 4, SI–6
Zone of Proximal
Development
The distance between the individual’s actual and
potential development level.
Day 4, SI–7
Stages of the ZPD
Day 4, SI–8
Analyzing Instruction for
Scaffolding
To complete this activity:
• Use the Analyzing Instruction for Scaffolding
worksheet to analyze portions of the model unit.
• What evidence can we find that illustrates the
building of knowledge through scaffolding
instruction?
Day 4, SI–9
Exit Slip
On an exit slip, write one way you routinely scaffold
instruction for your students.
Day 4, SI–10