Scaffolding - Mind Map

Scaffolding - Mind Map

1. When teachers differentiate, this is not considered scaffolding.

2. Reponsibilities

   • Teachers
     • Break up learning experiences, concepts or skills into discrete parts, then provide assistance.
   • Students
     • Recognize when and where they need assistance.
   • Other constituents
     • Awareness of curriculum demands

3. Causation and Change

   • Possible changes for Baldwin? ?
     • Greater course integration based on IB
   • Possible changes for my own practice?
     • Develop the skills needed to scaffold among grade levels

4. Definition

   • Refers to a variety of instructional techniques used to move progressively toward stronger understading and, ultimately, greater independence in the learning process
     • Teachers provide successful levels of temporary support
     • Scaffolding is often used to bridge learning gaps
     • Teachers break up a learning experience, concept or skill.

5. Connection

   • How does it fit (or not) in the school-wide inclusion policy
     • Scaffolding fits in the school-wide policy because it provides a distinguishable and identifiable measure of how the inclusion policy is implemented and put to work for the students.
   • Philosophy or procedures?
     • Should be included in the procedures of the inclusion policy with clearly stated and explicit details of how scaffolding can and will take place to provide guidelines for teachers and to what extent they may achieve this process.

6. Reflection

   • What is the next step?
     • micro-level scaffolding (day to day interactions in the classrooms)
     • macro-level scaffolding (establish program goals and selection and sequencing of tasks)