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Scaffolding - Mind Map
- When teachers
differentiate, this is not
considered scaffolding.
- Reponsibilities
- Teachers
- Break up learning experiences,
concepts or skills into discrete parts,
then provide assistance.
- Break up learning experiences,
concepts or skills into discrete parts,
then provide assistance.
- Students
- Recognize when and
where they need
assistance.
- Recognize when and
where they need
assistance.
- Other
constituents
- Awareness of
curriculum demands
- Awareness of
curriculum demands
- Teachers
- Causation and Change
- Possible changes for
Baldwin? ?
- Greater course
integration
based on IB
- Greater course
integration
based on IB
- Possible changes for my
own practice?
- Develop the skills
needed to scaffold
among grade levels
- Develop the skills
needed to scaffold
among grade levels
- Possible changes for
Baldwin? ?
- 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.
- Teachers provide
successful levels of
temporary support
- Refers to a variety of
instructional techniques used to
move progressively toward
stronger understading and,
ultimately, greater independence
in the learning process
- 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.
- 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.
- 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.
- How does it fit (or
not) in the
school-wide
inclusion policy
- 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)
- micro-level scaffolding
(day to day
interactions in the
classrooms)
- What is the next step?
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