Scaffolding Activities

A teacher utilizes scaffolding activities in the classroom to provide students an equal chance at learning by providing specialized instruction support where needed. Diverse student capabilities exist within the classroom. Scaffolding activities make concepts understandable and achievable for each student. The teacher works with and guides the student while learning the material until the student is confident and able to work independently.

  1. Book Walk

    • Introduce pre-reading strategies to allow the student to form a connection with the text. Perform a book walk. This entails looking at the book's cover and browsing through the pages to view illustrations and the word format. The student forms predictions and assumptions in his head about the book's plot, setting and theme during this pre-reading strategy. Once he reads the book, he is able to find if his predictions were correct or not. This information aids in comprehending the material.

    Learning Stations

    • Use learning stations to provide the learner a chance to practice skills independently. Place the stations around the classroom. Use tri-fold boards to make the information easily accessible. One to three students rotate through the stations to work on activities, play games or read extra information related to class. The computer can serve as a station where students work on interactive materials. Stations scaffold learning by providing the opportunity for self discovery.

    Graphic Organizers

    • Graphic organizers visually organize and segment information to make it more comprehensible. Graphic organizers are more effective to use during reading as a form of note taking. Vocabulary knowledge also increases when using organizers. There are many variations of graphic organizers suitable to use with any content area. The struggling learner may have difficulty focusing on ideas in the text. The organizer categorizes these ideas to make concepts easier to remember and study.

    Teacher Modeling

    • The teacher modeling the material provides the student with a clear example of concepts. This direct instruction time lets students ask questions and practice solutions with the teacher. The teacher is able to check for student understanding and vary the pace. Through modeling, the instructor shares her enthusiasm for the material and introduces "multi-sensory instruction." This instruction may be tactile, kinesthetic, auditory or visual to support the students' various learning styles.

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