CTESS ebook

Scaffolds Implemented (Frequency Tally)

Descriptor

Definition

The teacher is observed utilizing one or more of the following High Yielding Scaffolds during instruction. Scaffolds are temporary supports that are purposefully used for a specific learning task in order to facilitate all students in mastering the learning objective/intention and/or enhancing their learning. Scaffolding supports are put in place for all learners and include interventions for struggling, striving, and accelerated learne rs. The teacher determines students’ level of understanding of the learning task and provides needed supports to move each student forward.

Common High Yielding Scaffolds include:

1.

Pre-teaching/Front loading •

For example, to prepare students to read an upcoming text passage, the teacher provides students with definitions of new vocabulary contained in the text in order to provide students with the background knowledge needed to comprehend the text. Front loading may include pre-teaching to build background knowledge and provide access to content during instruction. The teacher demonstrates and models a process or product (samples, exemplars, specimens, illustrations, phenomenon, how to do something) to provide students with an example of what the process or product should look like. For example, the teacher uses Think-Aloud to demonstrate the process of connecting new information to previously learned information. Or the teacher provides students with exemplar student work samples to support students in developing a new skill. For example, the teacher poses a problem, students have time to think about it individually, and then are instructed to work in pairs or small groups to solve the problem. Precision partnering (strategically appointing partners with assigned roles and responsibilities based on data to ensure all learners are supported) is a form of structured partner work. 4. Rubrics that outline the expectations for learning and how student can meet the success criteria, or how students self-assess their work • For example, the teacher has students use a rubric that lists the explicit criteria and expectations that define and describe the important components of the student work being planned or evaluated; it is a form of authentic assessment. 5. Structured sentence starters and sentence frames for classroom discussion or writing tasks • For example, the teacher uses sentence frames that provide opportunities for students to use key vocabulary within a structure in order to produce a higher level response than what they could produce on their own. 6. Graphic organizers that help students visualize relationships between fact/concepts/ideas • The teacher uses a tool to introduce new content that contain task and content-related information along with visual representations of connections between content, but with less detail and room for student note taking. Graphic organizers include Venn diagrams, flow charts to illustrate processes, organizational charts to show hierarchies. Graphic organizers are not worksheets. The teacher presents concepts or phenomena using graphic representations or the actual object(s) to help support learners in acquiring new ideas and concepts. For example, when teaching about the three types of rocks, using examples for students to see and touch can help them make deeper connections. 2. Providing Models/Examples • 3. Structured partner or small group work for purposeful learning • 7. Visual supports and realia that are incorporated into instruction • For example, the teacher prepares cards for students to assist in their discussion about a particular topic or content area. Cue cards may include vocabulary words and concepts, content-specific sentence stems, or a formula to associate with a math problem. For example, the teacher inserts a translation, explanation, visual icon, or reconstructs a text to make it more accessible for all learning. This may be evident in engineered learning intentions and success criteria. 9. Engineered Text • 8. Cue Cards to assist in discussions and assignments •

Common High Yielding Scaffolds

Scaffolding the Teacher Provides for Students

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