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Are you down with ZPD?
Scaffolding to reach the needs of
diverse learners
Katherine Iraheta
Thursday, November, 2012
James M. Martin MS
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2:
1. One word that I can associate with this video is
because
Video
Clip
2. A suggestion I have for the teacher to improve his lesson is that he
3. I believe that the students in this class
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3:
Turn &
Talk
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•
Share with your neighbor your 3 reflections
•
Choose one of your best (or the best) to share out
Rate yourself 1-10 (1 = low/novice; 10 = high/expert) on the following objectives:
1. To determine scaffolding’s role with the Common Core
2. To explore why not all learners internalize information at the same rate
3. To develop a range of scaffolding techniques to meet students’ individual needs
4. To provide examples of what scaffolding is & what it is not
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Award: Trip to Paris, France 12/30/12-1/5/13
PAID/TAKEN CARE OF:
 Hotel
 Round-trip Airfare & €200 Transportation Stipend Meal Allowances
€50/day
 Cultural Exploration allowance €1000
 Substitute & Sub plans
STIPULATIONS…
• Attend a French lecture
(1/2/12) a “l'universite de
sorbonne” about
adolescent education
• Share out what you
learned back in USA
•
Walkthroughs at a French
Public School (1/3/12)
Katherine Iraheta, CMS CSZ Planning 2012
•
•
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Share your feedback with
the French School Admin
Can bring 1 other person
with you (split funds;
airfare provided)
What will you need to be successful?
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Katherine Iraheta, CMS CSZ Planning 2012
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3, 2, 1… Leader has, do I have?
3 minutes to brainstorm
2 to chat with a peer/trio
1 to call out & check off
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Ping Pong

Between 2 volunteers for set amount of time

Repeat the phrase, “I like to be independent when…” & finish with your own thoughts

Wait until the next person shares before you jump in

If you agree, applaud briefly (3-5 claps)
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Instructional Scaffolding
Increasing
Independence
Teach
Model
Practice
Apply
Katherine Iraheta, CMS CSZ Planning 2012
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Group Scaffolding
Increasing
Independence
Whole Class
Small Group
Partners
Individual
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Scaffolding Techniques
BUILDING INDEPENDENCE
Taking students from
where they are to the
next level.
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On your index card, brainstorm everything you know
WiDA ACCESS Scores
& Can Do Descriptors…
about LEP testing/data
Interpreting ACCESS for ELLs® Scores
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37
Consult the Solution Stations
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Interpreting ACCESS for ELLs® Scores
To find out more about WiDA & Can Do
Descriptors:
1. Move to a station
2. Leave your note card at your table
3. Read up on your topic
4. Come back and write down what you recall
Katherine Iraheta, CMS CSZ Planning 2012
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ACCESS TEST
• All LEP students in NC are given the ACCESS Test for English Language Learners annually from February to
March.
• The ACCESS is designed to monitor the progress of student’s English language development.
• The test covers the Language of Math, Science, Social Studies, Language Arts, and Social and Instructional
Language.
• The test scores, though not the only piece of data, are a valuable indicator of the student’s English Language
Proficiency.
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Listening, Speaking, Reading, & Writing
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*copying is not a domain
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How to use ACCESS test data?
• State Test Accommodations Eligibility
• A criteria for ESL Program enrollment
• LEP Exiting Criteria
• AND MOST IMPORTANTLY… To build and design instruction and assessments (both inside and
outside of ESL classroom)
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Rubric
Students are graded on a rubric
incorporating the following levels:
These levels inform teachers, in part,
of what to expect from students in
regards to the development of content
area language.
Foundations, Frameworks and Tools for Serving ELLs
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Katherine Iraheta, CMS CSZ Planning 2012
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Interaction of Performance Level:
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Definitions and ELLs’ Abilities
Performance
Language Proficiency
Levels
(Performance Level Descriptions)
Linguistic
Complexity
5 Bridging
Vocabulary
Usage
Language
Control
L5
4 Expanding
3 Developing
2 Beginning
1 Entering
L4
L3
L2
L1
WIDA Consortium / CAL /
Metritech
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Combine & Apply
Given the LEP Rosters & the WiDA Can Do Descriptors…
* For specific students, can determine which scaffolds are appropriate for every instructional
activity
 Does not have to be with only LEP students
 Can use Can Dos for Non-LEP whose data on EOGs, formal/informal assessments, exemplifies
that they have different listening, speaking, reading, & writing skill sets
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Plotting points (LEP Roster)
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Plotting points (Can Do Clusters)
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Plotting Points
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Katherine Iraheta, CMS CSZ Planning 2012
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Break!
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Consider the following sentences…
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1. El uso de la bicicleta ha logrado mejorar el medio ambiente y a cambiar la estructura de
ciudades.
2. La bicicleta es grande.
Count how many words you know in each sentence.
What percentage of all the individual Spanish words do you need to truly understand in order to
comprehend the sentences?
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Word Knowledge Correlates with Comprehension
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“In today’s terms this means that the number of words known [by students] predicts how… learners perform
on high stakes tests that call for any type of reading comprehension.”
“Unless students know 85-95% of the words they are reading, comprehension will be stifled.”
(Calderón 15)
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SCAFFOLDING… A PRE-TEACH IN 7 STEPS….
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1. (Instructional) Scaffolding
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2. “To use scaffolding as an instructional tool, the teacher provides tasks that enable the learner to build on
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prior knowledge and internalize new concepts. The teacher must provide assisted activities that are just one
level beyond that of what the learner can do independently. Once learners demonstrate task mastery, the
scaffolding is decreased and learners accept responsibility.”
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3. Scaffolding is an instructional technique, in which a teacher provides individualized support by
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incrementally improving a learner’s ability to build on prior knowledge.
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4. In other words, “Instructional scaffolds are temporary support structures teachers put in place to assist
students accomplish new tasks and concepts they could not typically achieve on their own.”
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5. Say 3x!
Scaffolding! (happy)
Katherine Iraheta, CMS CSZ Planning 2012
Scaffolding! (angry)
Scaffolding. (whisper)
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6. Tell your partner about a time you were given scaffolding to understand something.
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OR
Think of a time you provided scaffolding to someone who needed to understand something.
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7. Let’s remember that s-c-a-f-f-o-l-d-i-n-g comes from a building construction reference but we want to think
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about its building of knowledge context.
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Teaching Concepts/Vocabulary
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1. Teacher says the word.
1. Weather can have a big effect on your life.
2. Teacher states the word in context from the
text.
2. Say effect 3 times.
3. Teacher provides the dictionary
definition(s).
3. The result or consequence of something.
4. Influence, or the power to make
something happen.
4. Explains meaning with student-friendly
definitions.
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5. Asks students to repeat the word 3 times.
5. Two cups of coffee in the morning have a
big effect on me -- I can’t sleep at night!
6. Engages students in activities to develop
word/concept knowledge.
6. What has had a big effect on your life
recently? TTYP
7. Highlights features of the word: polysemous,
cognate, tense, prefixes, etc.
7. How do we spell effect? What other word
is similar?
More Examples for Step #6
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Question, Reasons, Examples
•If you are studying for a test, you need to do it
persistently. What else do you need to do
persistently?
•Say faithful if it applies:
–A cat who always comes home before dark.
–A brother who takes care of his sister.
–A girl who has 3 boyfriends.
–You provide an example for us.
Making Choices & Review
•What would you do - feel fortunate or feel unfortunate if
you:
–won a million dollars?
–had to clean somebody else’s mess?
–got a hug from your favorite movie star?
–were told you had 3 months of vacation?
•
Applaud if you’d like to be described by the word:
faithful, stubborn, awesome, awkward, impish, stern,
illuminated.
Katherine Iraheta, CMS CSZ Planning 2012
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Thinking back to our practice with Instructional Scaffolding, how could we use the 7 Steps to Pre-Teach Vocabulary
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as a scaffold for our students?
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(Optional) Sentence starters to answer your question:
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•
I can picture using the 7 Steps with
•
What I like about the 7 Steps is…
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because (he/she/they)….
Will scaffolding be the same for each student?
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Give me 3 reasons why you say, “yea,” or “nay.”
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The
distance between the individual’s
actual and potential development level.
•Scaffolding helps teachers respond to learners’ needs as they encounter new knowledge and
skills.
•The concept is grounded in the work of Vygotsky
• It exists in long-established expert-novice, teaching-learning relationships, such as parentchild or master-apprentice
• Based on the idea that we learn from what we already know.
• Connects with Vygotsky’s theory of the zone of proximal development, which describes an
individual’s learning potential at any given point in the process of learning any given chunk of
knowledge or skill
Zone of proximal development: The distance between –
•The individual’s established competence in the specified area (what he or she knows
and can do without assistance) and
Katherine Iraheta, CMS CSZ Planning 2012
•Limit of what an individual knows and can do with assistance
•The zone of proximal development is the zone in which the learner is actively engaged in
learning: beyond one boundary of this zone, the learner is bored; beyond the other, the
learner is frustrated and anxious.
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•ZPD differs by individual & even within an individual, depending on the task & position in that
task
•Ascertaining students’ zones of proximal development in relation to given learning goals 
effective teaching (Most people do not run a marathon without any relevant practice)
•Via scaffolding, teacher guides and supports the learner through his/her ZPD achievement of
standards (lesson, unit, course)
•Effective scaffolding requires a learning environment in which the teacher can select
appropriate task for students, such as:
•Reaching a shared objective with students
•Diagnosing student needs based on data
•Encouraging questioning and discussions
•Modeling
•Giving feedback
•Establishing a supportive classroom environment
•Providing opportunities to practice a task/skill in a range of contexts
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Break!
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Katherine Iraheta, CMS CSZ Planning 2012
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How To Scaffold
•
•
•
•
•
Model
Provide constructive feedback
Activate prior knowledge
Build background
Use supports
– Sensory
– Graphic
– Interactive
– Language
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TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Katherine Iraheta, CMS CSZ Planning 2012
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&
Examples of Scaffolding
Scaffolding: Organizers
Venn Diagram
Modeling/Demonstrations
Concept Map
Realia and Multi-media
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Pictures
Sequence
Visuals
Hands-on
Manipulatives
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Scaffolding Techniques
http://www.online-utility.org/text/analyzer.jsp
VERBAL TECHNIQUES
Paraphrasing
Putting text into your own words for easier understanding
Recasting
Restate the students response in correct English
Using “Think-Alouds”
Model thinking through problem solving verbally
Key Vocabulary
Clarifications and definitions
Slowing Speech, Increasing Pauses, and Speaking in Phrases
Provide time to process information
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Exit Ticket 1: Complete the 4 square summary & feedback form, please 
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Don’t be a Ben Stein! You’re better than that.
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Dessert Nuggets
Apart from any breakout session specific “exit ticket,” we are asking you to share back with your school-based
colleagues a takeaway/highlight from your session.
Before you leave for lunch…
1. Write on a sticky note what you want to highlight (Example: “7 Steps to Pre-teaching Vocabulary”)
2. Look for your school’s poster & stick your note on it before leaving to eat
After lunch…
Take a moment to share with your colleagues your “nuggets” (favorite feature)
Katherine Iraheta, CMS CSZ Planning 2012
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Works Cited
"CAL: Topics: English Language Learners." CAL: Topics: English Language Learners. N.p., n.d. Web. 16 Oct. 2012.
<http://www.cal.org/topics/ell/>.
Calderón, Margarita. Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the
Content Areas. Thousand Oaks, CA: Corwin Press, 2007. Print.
"COMMON CORE STATE AND NC ESSENTIAL STANDARDS." Common Core State and NC Essential Standards. N.p., n.d. Web. 16
Oct. 2012. <http://www.ncpublicschools.org/acre/standards/>.
"English Language Development (ELD) Standards." WIDA English Language Proficiency (ELP) Standards: Download the 2007 Edition and
Resource Guide. N.p., n.d. Web. 16 Oct. 2012. <http://www.wida.us/standards/eld.aspx>.
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria,
VA: Association for Supervision and Curriculum Development.
Fisher, Douglas, and Nancy Frey. ""Guided Instruction"" Scaffolds for Learning: The Key to Guided Instruction. N.p., n.d. Web. 16 Oct.
2012. <http://www.ascd.org/publications/books/111017/chapters/[email protected]>.
"LANGUAGE ARTS." English/Language Arts. N.p., n.d. Web. 16 Oct. 2012. <http://www.ncpublicschools.org/curriculum/languagearts/>.
"Scaffolding." Scaffolding. N.p., n.d. Web. 15 Oct. 2012. <http://www.learnnc.org/lp/pages/5074>.
[email protected]
Katherine Iraheta, CMS CSZ Planning 2012