| Scaffold |
How does it support students' building of their understanding? |
Some tasks that may be appropriate |
| Modeling |
-
Clarifies procedures through direct experience
-
Provides concrete examples of what a student's finished product may look
like
|
Any task that is introduced for the first time should be modeled |
| Bridging |
-
Provides a personal connections between the learner and the theme of the
class
-
Taps into students' prior knowledge relevant to the class theme
|
Questions in:
-
Think-pair-share*
-
Three step interview*
Quick-writes
-
Anticipatory Charts*
-
Novel ideas only*
-
Brainstorming*
|
| Contextualization |
-
Creates a clear experiential environment that familiarizes new, unknown
concepts and throws light on them
|
Visualizations
Focus questions and:
-
Use of manipulatives*
-
Video clips*
-
Handling objects*
-
Listening to music*
Oral Development Jigsaw* |
| Schema Building |
-
Helps students establish the connections that exist between and across
concepts that may otherwise appear unrelated
-
Helps students gain perspective with regards to where ideas fit in the
larger scheme of things
|
Compare/Contrast Matrix used as advance organizer*
Fishbone used to diagram a text*
Story Graph used to help skim through a text*
Concept Review Jigsaw
Jigsaw Project |
| Matacognitive Development |
-
Supports students' internalization of strategies through a conscious focus
on the implementation of plans of attack
-
Fosters student autonomy through self-monitoring and self-assessment
|
Reciprocal Teaching (Brown and Palinscar)*
Reciprocal Teaching (adapted, e.g. reciprocal reading)*
Think Aloud
Self-Assessment tasks |
| Test Re-presentation |
-
Invites students to extend their understandings and apply them in novel
formats
|
Post Cards
Collaborative poster with a quote*
Story Boards*
Collaborative dialog writing*
Oral development Jigsaws*
Eye-witness accounts* |