Instructional Playbook

Scaffolding Examples

Click here for the Implementation Toolbox

Scaffold

Description

Teacher Moves

Examples

Demonstrate or model the thinking process to support the learner (e.g., think-alouds, mnemonic devices).

Model cognitive strategies, such as a think-a-loud as you read through a passage. Take time for learners to process and engage in metacognitive strategies. Identify tasks that may cause difficulty for some learners. Identify opportunities to teach the vocabulary/content prior to the lesson. Create a model response to your teaching prompt. Craft a sentence frame to support learners in learning the concept.

Teacher provides mnemonic devices for the notes on the treble clef. Learners then come up with their own mnemonic for the bass clef notes. Teacher provides historical context prior to the class lesson on a historical novel. If learners are learning to compare and contrast two ocean creatures, one response may be “Whales have lungs, but fish have gills. ”The sentence frame is “_____ have _____, but _____ have _____.” Learners are reading a rigorous text. The teacher intentionally partners higher readers and lower readers together and asks learners to read the text aloud together. Use a collection of rock samples so learners can study differences in texture and surface during an “I notice, I wonder” activity prior to learners learning about different types of rocks.

Metacognitive Strategies

Pre-teach vocabulary, language, or content to prepare learners for the lesson, such as building background knowledge.

Pre-teaching

Provide opportunities for learners to use key vocabulary (orally or written) while also providing them with a structure that allows their learning to be at a higher level than what they could produce on their own. Strategically group learners for a learning task, based on data, with assigned roles and responsibilities, to ensure all learners are supported and actively participating. Provide learners with examples of objects that are relevant to support learning abstract concepts. This strategy gives learners a visual representation of abstract ideas, vocabulary and phenomena they are learning.

Sentence Frames

Consider learner skill level and strengths to ensure learners who may need additional support have access to a higher skilled peer model.

Structured Grouping

Consider experiences that learners may lack. Provide diagrams, charts, videos, or authentic materials in order to engage learners and facilitate understanding of academic vocabulary or concepts.

Visuals/ Realia