What is Scaffolding?
Just as Rome was not built in a day, your students are not going to learn concepts in one day as well. In depth learning and application takes time for students. At some point in a student's educational career they are going to need more support for a topic than other students, it's natural. It is up to the teacher to scaffold instruction for those students. Scaffolding is the process in which the teacher uses a variety of instructional methods to move students towards deeper understanding and independence. Scaffolding is especially important our CLD students. When using scaffolding approaches for CLD students it is important to think about providing context of the learning for the students, such as visuals, using technology, hands on activities, etc. "Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience (Robertson, Ford)."
Scaffolding Approaches:
Lev Vygotsky introduced the idea of Zone of Proximal Development, which basically states what the difference between what a learn can do with or without help. ZPD is more specifically defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).
ZBD has become known as a scaffolding approach that is used in education.
ZBD is basically defined when teachers use cooperative learning environments for students who need extra support. They get the extra support from their peers in these cooperative learning groups. The educators' role is to mediate the student's learning through social/group learning. In the book, Using the 'Zone' Help Reach Every Learner, they talk about some approaches that they can use to scaffold using ZBD in present day
1. Assess the learner's current knowledge and experience for the academic content.
2. Relate content to what students already understand or can do.
3. Break a task into small, more manageable tasks with opportunities for intermittent feedback.
4. Use verbal cues and prompts to assist students.
(Silver, 2011)
Below is a great video explaining ZBD:
ZBD is an excellent way to use scaffolding and allow authentic interactions with students and their peers but that is not enough for ESL students. Visual aid is also essential for students when using a scaffolding approach. "ESL students greatly benefit from the type of scaffolding that makes extensive use of visual aids hence the term visual scaffolding. When students can see an image of what the teacher is describing or see the key words that the teacher is explaining, this not only serves to make the input considerably more comprehensible, but serves to remove the affective filter which results from the fear or boredom that comes of understanding very little in class (n.d.)" When students can visualize what they are learning it helps cement the learning process and gives a visual perspective for students aiding their ability to ultimately do the task individually.
Below is an image of 8 strategies for scaffolding found on Ms. Houser's Inspiring and Encouraging website:
Below is an image of 8 strategies for scaffolding found on Ms. Houser's Inspiring and Encouraging website:
1. Visuals and Realia:
Bring in things that actually relate to the lesson, when you can bring something that is tangible it helps make the lesson more authentic. For example in mathematics if you are teaching about surface area and volume what better way to have students bring in or yourself bring objects from around the house and use to find the surface area and volume. A fish tank could be a great piece of realia to use to find the volume of water it can hold.
2.Use of First Language:
Incorporate the students' first language as often as you can without forcing it. Find connections between the their language and the content language. For example if you are asking students to infer what may happen in the text, inferir is the same word in Spanish. Have them make the connections between those words and their similarities.
3. Read Aloud:
Have other student read aloud as a model for your students, or yourself to model what the language should sound like. This creates a less intimidating culture for you students with relatively low anxiety. It allows them to hear the words as they should be pronounced without the anxiety of making a mistake. As you read aloud when it comes to a difficult word you can break it down as a class and repeat the pronunciation with the students as a class.
4. Modeling/Gestures:
Model what the process is for students or create some sort of physical gestures for students and you to use as a class. For example in math when teaching slope intercept form (y=mx +b) I use YMCA as a base for a dance to YMXB for my students. we stand up and sing to Y M X B as a class to help solidly and memorize slope intercept form. It's a great way to get students moving and having some fun!
5. Small Group/Partner Work:
Be specific at times with who you pair/group students. There are many theories on what type of grouping is best, but this is a great way to socially get students to learn from their peers (This is also a great way to use ZBD). This can be a quick think-pair-share question that that is low anxiety for students to talk and think about to specific grouping based on ability to help students push each others thinking.
6. Sentence Starters:
This is an excellent way for ELL students (really all) to use in class to help develop thoughts. I use these in my class for discussions. I have them posted and the students have their own laminated hand-outs to use for when we are having mathematical discussions. It has truly help further our classroom discussions as a whole.
7. Connect to Background Knowledge:
This is a great way to make connections to what students already know and build their confidence to what they are about to learn. It also helps them make an overall bigger picture connection to where the lesson is heading. For example, when students are finding the surface area of a sphere, cone, and cylinder, I often have them connect what they already know about a sphere, cone, and cylinder. What are the shapes when they are nets, what do they all have in common? What do we already know about surface area? How can we use only area to find the surface area of those shapes. They can begin to make the connections that they are all circular and they already know how to find the area of the nets of those shapes. This is an excellent way to help them build confidence with what they are about to learn making it a bit less intimidating for them.
8. Graphic Organizers:
Graphic Organizer are great visuals to use for students, especially ELL students. They are great ways for students to organize their thinking visually. Just remember that they should be simple and easy to comprehend for your students.
Bring in things that actually relate to the lesson, when you can bring something that is tangible it helps make the lesson more authentic. For example in mathematics if you are teaching about surface area and volume what better way to have students bring in or yourself bring objects from around the house and use to find the surface area and volume. A fish tank could be a great piece of realia to use to find the volume of water it can hold.
2.Use of First Language:
Incorporate the students' first language as often as you can without forcing it. Find connections between the their language and the content language. For example if you are asking students to infer what may happen in the text, inferir is the same word in Spanish. Have them make the connections between those words and their similarities.
3. Read Aloud:
Have other student read aloud as a model for your students, or yourself to model what the language should sound like. This creates a less intimidating culture for you students with relatively low anxiety. It allows them to hear the words as they should be pronounced without the anxiety of making a mistake. As you read aloud when it comes to a difficult word you can break it down as a class and repeat the pronunciation with the students as a class.
4. Modeling/Gestures:
Model what the process is for students or create some sort of physical gestures for students and you to use as a class. For example in math when teaching slope intercept form (y=mx +b) I use YMCA as a base for a dance to YMXB for my students. we stand up and sing to Y M X B as a class to help solidly and memorize slope intercept form. It's a great way to get students moving and having some fun!
5. Small Group/Partner Work:
Be specific at times with who you pair/group students. There are many theories on what type of grouping is best, but this is a great way to socially get students to learn from their peers (This is also a great way to use ZBD). This can be a quick think-pair-share question that that is low anxiety for students to talk and think about to specific grouping based on ability to help students push each others thinking.
6. Sentence Starters:
This is an excellent way for ELL students (really all) to use in class to help develop thoughts. I use these in my class for discussions. I have them posted and the students have their own laminated hand-outs to use for when we are having mathematical discussions. It has truly help further our classroom discussions as a whole.
7. Connect to Background Knowledge:
This is a great way to make connections to what students already know and build their confidence to what they are about to learn. It also helps them make an overall bigger picture connection to where the lesson is heading. For example, when students are finding the surface area of a sphere, cone, and cylinder, I often have them connect what they already know about a sphere, cone, and cylinder. What are the shapes when they are nets, what do they all have in common? What do we already know about surface area? How can we use only area to find the surface area of those shapes. They can begin to make the connections that they are all circular and they already know how to find the area of the nets of those shapes. This is an excellent way to help them build confidence with what they are about to learn making it a bit less intimidating for them.
8. Graphic Organizers:
Graphic Organizer are great visuals to use for students, especially ELL students. They are great ways for students to organize their thinking visually. Just remember that they should be simple and easy to comprehend for your students.
References:
Robertson, K., & Ford, K. (n.d.). Language Acquisition: An Overview. Retrieved from http://www.colorincolorado.org/article/language-acquisition-overview
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Silver, D. (2011). Using the ‘Zone’Help Reach Every Learner. Kappa Delta Pi Record, 47.
Rodriguez, M. (2014, March 4). Zone of Proximal Development. Retrieved from https://www.youtube.com/watch?v=Du6vqSOj7UU
ESL workshop: Scaffolding theory. (n.d.). Retrieved from http://esl.fis.edu/teachers/fis/scaffold/page1.htm
Ms. Houser. (n.d.). Retrieved January 3, 2016, from http://www.mshouser.com/teaching-tips/8-strategies-for-scaffolding-instruction
Robertson, K., & Ford, K. (n.d.). Language Acquisition: An Overview. Retrieved from http://www.colorincolorado.org/article/language-acquisition-overview
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Silver, D. (2011). Using the ‘Zone’Help Reach Every Learner. Kappa Delta Pi Record, 47.
Rodriguez, M. (2014, March 4). Zone of Proximal Development. Retrieved from https://www.youtube.com/watch?v=Du6vqSOj7UU
ESL workshop: Scaffolding theory. (n.d.). Retrieved from http://esl.fis.edu/teachers/fis/scaffold/page1.htm
Ms. Houser. (n.d.). Retrieved January 3, 2016, from http://www.mshouser.com/teaching-tips/8-strategies-for-scaffolding-instruction