CTESS ebook

• Create new or imagined experiences or designs • Other: _________________________ • None of the above strategies were needed due to the nature of the learning task (early acquisition phase) • None of the above strategies were used, but one or more could have been integrated into the learning task to deepen student learning. B4. The teacher strategically and effectively uses scaffolds (from the list of Common High Yielding Scaffolds) to increase student learning as students productively struggle with complex grade-level content during the observation. Scaffolding is the intentional practice of implementing a purposeful student support structure designed to maximize access and depth to grade-level concepts and tasks. Scaffolding helps students access the academic language of the content being taught so they can be successful on tasks that they cannot yet complete independently. Scaffolding should still allow students to engage in productive struggle, with the intent of gradually fading the scaffold as the student acquires and applies what they have learned. The list of Common High Yielding Scaffolds includes: 1) pre-teaching/front loading to prepare students for the lesson, such as building background knowledge; 2) purposeful structured partner or small group work with assigned roles and responsibilities to ensure all students are supported in their collaborative learning; 3) structured sentence starters and sentence frames to enable students to actively participate in classroom discussion or writing tasks at a higher level than they could produce on their own; 4) graphic organizers (not worksheets) that help students visualize relationships between facts/concepts/ideas (e.g., Venn diagrams, flow charts to illustrate processes, organizational charts to show hierarchies); 5) visual realia (e.g., objects, photographs) that provide a visual representation of abstract ideas, vocabulary, and phenomena students are learning; 6) chunking new information into smaller, manageable chunks of content to facilitate learning; 7) manipulatives or concrete objects that purposely support hands-on learning of abstract concepts; and 8) metacognitive strategies that demonstrate or model the thinking process to support student problem solving, such as think-alouds or mnemonics. Two or more Common High Yielding Scaffolds were observed being used. AND • At least two Common High Yielding Scaffolds were used strategically and effectively by the teacher to purposely increase access to grade-level content for a specific student or a group of students while still allowing for productive struggle. Evident • At least one Common High Yielding Scaffold was observed being used. AND • At least one Common High Yielding Scaffold was used strategically and effectively by the teacher to purposely increase access to grade-level content for a specific student or group of students while still allowing for productive struggle. Highly Evident •

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