Description
Scaffolding instruction is when a teacher provides assistance to their students when they are just beginning to learn a task. As the task begins to become mastered, the teacher gradually decreases their assistance to the students until they are able to do the task independently.
Video: The reason I chose this video is that it provides you with important information based upon scaffolding. It helps you as a teacher understand what scaffolding is and what it looks like in the classroom. When it comes to general education students or special education students this video applies to both students. It groups them all together with a general understanding of the importance of scaffolding and how it is helpful. Picture: On the right is a picture of a group of students interacting with a teacher in literacy. The reason I chose this picture to demonstrate scaffolding is that it had multiple important factors. First of all the students are part of a least restrictive environment where the students are part of the general education classroom with consistent routines. The teacher is using scaffolding instruction as she works on literacy with the students. At first the teacher will demonstrate and gradually reduce their assistance until the students have mastered the concept. At the beginning of the year you will find the students relying on the teacher a large proportion of the time, but as the school year continues and routines are established, then students began to slowly wean off their instructor. This is important for special needs students, because they are given that accessibility of being in a classroom with general education students without missing out on anything important. It also is helpful because the students have that consistent routine. Lastly, with scaffolding the students with special needs will be able to understand the concept better since they are receiving help along the way until the master the concept. |
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Content Area ExamplesScaffolding can take place in any content area being taught. The following are three examples as to what scaffolding would look like in the classroom:
1. Reading: At the beginning of the school year the teacher demonstrates to their students how to do a new reading strategy. The students learn the concept of reading through their stories and thinking/asking themselves questions throughout the story. In order to know whether or not the students will master this strategy, the teacher demonstrates throughout the beginning of the year. One day the teacher shows to the students what it would look like by reading the book and think aloud so the students can see. Then the teacher will do a think aloud and write down different questions or thoughts that they thought while they were reading. Then the teacher will have the students all have the same book, read it aloud, and have the students write down different thoughts as a class. After that the teacher will have the students attempt to do the strategy on their own with their own books. Once the students have mastered this strategy they will begin to do it independently for all of their books they are reading. 2. Mathematics: At the beginning of a unit the teacher is teaching students how to add and subtract. The teacher begins by explaining the whole process of adding and subtracting to their students. Then the teacher demonstrates what it looks like with multiple questions. Then the students work through a question as a class. Then the students work with a partner to solve addition and subtraction problems. Lastly the students work independently on their own solving addition and subtraction problems. 3. Writing: The students are learning how to write a letter. The teacher begins by activating the students' prior knowledge and what they know about letters. Then the teacher provides more knowledge on letters to the students. The teacher provides the students with a letter that they read as a class. Then they talk about the setup of a letter and what it looks like. Next the teacher writes a letter demonstrating what the process would look like. Then the class works together with the teacher to practice writing a letter. After that the students work in small groups to work on writing a letter. Lastly, the students write a letter on their own to someone close to them. Once they have mastered this concept the students then are given larger tasks of writing letters. |
Resources1. Teaching Matters: Scaffolding. (2012, September 17). Retrieved September 27, 2015, from https://www.youtube.com/watch?v=9gNjGD_W3dM
2. Hallahan, D., Kauffman, J., & Pullen, P. (2015). Learners with Learning Disabilities. In Exceptional learners: An Introduction to Special Education (12th ed., Pearson new international ed., p. 133). Pearson. |