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Scaffolding is an approach that supports students as they develop problem-solving and independent study skills (Pearson, 1996). Scaffolds are forms of support that the teacher provides to help students bridge the gap between their current ability level and the intended learning goal (Rosenshine and Meister, 1992).
This workshop instructs teachers on how to apply the principles of scaffolding using a concrete example from Unit IV of our Student Reader.
The following six steps employ scaffolding to teach higher-order cognitive strategies:
1. Present the New Cognitive Strategy
The teacher introduces the strategy concretely, using a list of steps. Then the teacher models the strategy, including all “thinking” and “doing” steps. The steps should be posted for easy reference.
2. Regulate Difficulty During Guided Practice
Students practice the new strategy using simplified materials. Students are guided carefully by the teacher through each step, with the teacher completing difficult parts with the students as necessary.
3. Provide Varying Contexts for Student Practice
Under the teacher’s direction, students practice the strategies on actual classroom tasks. The teacher begins by leading the practice, but ultimately allows the students to carry out the practice individually or in small groups.
4. Provide Feedback
The teacher provides feedback by using evaluative checklists which are carefully explained to the students. Students eventually evaluate their own performance using these checklists.
5. Increase Student Responsibility
Gradually, the teacher required students to practice all the steps together on their own. Prompts and models are diminished, complexity and difficulty of materials are increased, and peer support is decreased. The teacher checks for student mastery before proceeding to independent practice.
6. Provide Independent Practice
Providing extensive practice, the teacher helps students apply what they have learned to new situations (Friend & Bursuck, 1999; Rosenshine & Meister, 1992).
Participant Comments
“The concrete examples used for the advertisement curriculum lessons were very valuable! It’s also great to have curriculum that can be used in the content areas so well.“
“TEA—Thesis, Example, Analysis. Group Projects. The book. It’s really too much information in one sitting!“
“The most beneficial thing I gained from the workshop is lots of material that I can use with my psychology classes! The ads mostly appeal to the lower primitive brain, which we are studying, and I wanted to use the ads to illustrate the importance of the ‘old brain.’ I will give them the essay assignment and use many of the exercises to help them see the psychological significance of the ads, as well as to explore their writing skills.“
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