Scaffolding

a temporary structure providing assistance at specific points in the learning

process
Allows learners to complete tasks that they would not be able to accomplish
without assistance
Why provide scaffolding?
To help learners make progress and avoid getting left behind
To provide just in time help for learners
To help learners focus more on content rather than on the mechanics of technology
use
To direct students to good resources and help them insights
Learning is constructing/forming knowledge from various resources materials
Learning is transforming information from various resources into new knowledge
products
How do we scaffold learning?
a) By providing guides, outlines and templates
b) By using visual/graphic and other guides for thinking
1) Reception scaffolds
Helps learners gather information from sources
Directs learners attention to what is important and helps them organize and
record what they perceive
Help learners perceive structure that is already in the information
Example: dictionaries and glossaries
2) Transformation scaffolds
Helps learners transform information they have collected into some other
form
Used to impose structure on information
Example: Venn diagram (comparison), inductive tower (making inferences),
causal loop and fishbone map (analyzing causes and effects
3) Production scaffolds
Help learners produce something observable that conveys what they have
learned
Useful when the form of what is to be produced follows the conventions of a
type or publication or presentation format
Example: presentation, checklist and template, outline, story map, play
structure, writing guide/template
Key

attributes of good scaffolds

Available for just in time learning
Can be skipped by those who dont need them
Blends content and structure to an appropriate degree
Fades when students become more adept
Strike a balance between spoon feeding and allowing your learners to sink or swim
Dont scaffold everything. Pick 20% that will solve and 80% of your problem
Make sure your scaffolds do not stifle creativity

Overtime as your student internalize the structure and skills you want them to
have, scaffold less

Methods of Assessment
1) Strategies for Gauging Student Need
To help determine a student background experience, skills, attitudes and
misconceptions. These strategies help to assess each students learning
needs and assist student in making connections between what they already
know and what they will be learning
Assessment
Methods
Examining
Student Work

Purpose

When Used

Instrument

Understanding clarifies learning

expectations for students and
provides opportunities to assess the
quality of a previously taught task
or plan and the implications for
instructional practice

Before planning the

project,
look
at
student work and
ask

Graphic
Organizers

provide a visual representation of

students
current
conceptual
understanding
and
thinking
processes
and
illuminate
preconceptions

Know-WonderLearn (KWL)
Charts

provide a structure for students to

think about what they know about a
topic, note what they want to know,
and finally record what has been
learned and is yet to be learned.
They allow students to make
personal connections before the
content is deeply explored.
asks students to first think about a
question, then to pair with someone
and verbally share their response,
and finally to summarize their ideas
for the benefit of the entire class.
This helps students organize prior
knowledge
and
brainstorm
questions.
Students generate terms and ideas
related to a topic and form creative
connections
between
prior
knowledge and new possibilities.

At the beginning of
a
project
elicit
information
from
students
by
creating a graphic
organizer on a chart
to get an accurate
idea of students
prior knowledge.
Use
at
the
beginning
of
a
project, during a
class discussion, or
individually
in
journals.

Think Pair
Share

Brainstorming

Samples of work and

assessments
from
different students
Samples of one student
over time
Data from tests
Concept Maps
Sequencing Activities
Classification Charts
Prioritized Lists

Topic on chart paper or

electronic white board
Journal

Use
at
the
beginning
of
a
project and during
class discussions.

Question or prompt
Form
for
recording
summaries
and
questions

Use
at
the
beginning
of
project, during a
class
discussion,
individually, or in
small groups.

Topic on chart paper or

electronic white board

2) Encouraging Self Direction and Collaboration

To assess the ability of students to take ownership of their learning,
demonstrate interpersonal skills, produce higher-quality work, understand
feedback, and assess classmates' work.
Assessment
Methods
Project Plans

Purpose
To

help

students

When Used
take

Use at the beginning of a

Instrument
Checklists

Self
Assessment
and
Reflections
Peer Feedback

Observation of
Groups

ownership of learning.
Students identify goals,
design strategies to meet
goals, create timelines,
and define criteria for
assessment.
To
provide
students
opportunities to assess
their
own
progress,
thinking, and learning
and reflect on methods
for improvement.
To
helps
students
internalize
the
characteristics of quality
work by assessing the
work of their peers.

project in conferences with

students.

Prompts
Forms

Use throughout the project

either
orally,
through
conferences, or in written
form.

Checklists
Prompts

Use throughout the project

during group discussions, after
a rough draft, or a final
product or performance..

Checklists
Scoring Guide or
Rubric
Prompts
Forms

Observation of group
work
supports
assessment
of
collaboration skills.

Use throughout the project by

taking notes, using checklists,
and providing prompts while

groups work together to

complete tasks. Students also
assess their own group work
skills using checklists and
reflections.

Checklists
Questions
Reflections

3) Monitoring Progress
to help students stay on-track during a project. Students become more selfmanaging when they are provided with these assessment methods and
instruments as they complete open-ended tasks. These strategies also assist
in determining when and where students need extra help or additional
instruction.
Assessment
Methods
Informal
observations
and anecdotal
notes
Learning logs

Progress
checklist

Progress
reports

Project
meetings and

Purpose

When Used

Instrument

Notes from observations support

teaching adjustments and provide
evidence for final assessments.

Use throughout the

unit during group
and individual work
time.

Logs are short regular updates in a

project notebook, journal, or on a
short form that are used with
structured prompts.
To require students to meet specific
requirements in sequence and on a
schedule.

Review
during
progress checks, in
project meetings, or
conferences.
Use during team
meetings
or
in
conferences,
to
monitor
progress
and help design or
customize to meet
their needs.
Use
during
key
stages of a project,
such as at outline
or midpoint of the
first draft.
Brief regular team
and
individual

To help students to document

progress or explain something new
in their understanding. A report
might be a rough draft, a
storyboard, or data summary.
for approval or signing off on
students readiness to advance to

Notes-collected
in
individual
or
group
folders
Checklists-to help focus
on expected behaviors
Forms
Prompts
Checklist-with
milestones, due dates,
and approval stages

Forms
Prompts

Goals, and Process Form

conference
agenda

the next stage or milestone of a

project. Use to check progress,
maintain commitments in group
work, and plan next steps.

meetings
throughout
project.

the

4) Checking for Understanding and Encouraging Metacognition

to check for student understanding as they progress through the project.
Students also use these strategies to think about their own learning. The
same method can be used for both purposes, but it is important to provide
explicit questions and prompts to help students think about what and how
they are learning.
Assessment
Methods
Written
journals

Video and
photo journals

Structures
interview and
observations

Informal
questioning

Written and
oral tests and
quizzes

Purpose

When Used

Instrument

are extended written reflections on

learning or entries in reaction to
prompts. In addition to reflections,
prompts elicit specific thinking skills
at key points in the project.
These
journals
capture
visual
documentation
of
progress,
reactions and reflections or to
demonstrate skill development.

Use throughout the

project,
at
key
points and at the
end of the project.

oral interviews are scheduled with

individuals or teams to probe for
understanding. Interview questions
(protocol) ask students to explain
and give reasons for their current
understanding.
Structured
observations are similar but are
used
for
skill,
process,
and
performance assessment and can
be done by students as well.
allows students to openly express
their ideas and thoughts, enables
them to reflect on other students
explanations, as well as make
connections.
Use
to
provide
challenges, to assess student
understanding, and revise lessons
as necessary.
Tests and quizzes offer direct
evidence of knowledge acquisition
and comprehension.

Use throughout the

project, but may be
integrated into final
products
or
performances.
Use
structured
interviews
and
observations
throughout
the
project.

Prompts for entries

Journal review plan

Outline
of
Photo
Sequence
and
Topic
(shot list)
Schedule
for
Video
Scenes
Conference Questions
Observation by Students
Observation by Teacher

Use throughout the

project,
often
during group work
or class discussions.

Questions

Use at key points

within the project
and at the end of
the project.

Test and quiz questions

5) Demonstrating Understanding and Skill

To assess student understanding and skill at the end of the project.
Assessment
Methods
Products

Performances

Purpose
Things that students create and
build that show learning.
Performances Performances are
demonstrations, productions, and
events that students design and
conduct to show learning.

When Used
Often completed at end of
project, but depends on
product and length of
project.
Often presented at end of
project, but depends on
product and length of
project.

Instrument
Rubrics or Scoring
Guides
Rubrics or Scoring
Guides

Portfolios

Student-led
Conferences

Products

Performance

For the assessment of students'

progress,
processes,
and
performance over time.

Accumulate
work
and
reflections over the course
of a project, semester,
class, or year.

To organize and
their learning by
goals, work, self
and reflections,
parents.

Schedule at the beginning

of the year to help set goals
and inform parents of
expectations and at the end
of a project or the year to
reflect on growth.

communicate
sharing their
assessments,
usually with

Checklists
Rubrics or Scoring
Guides
Reflection
Questions
Forms
prompts

Product and Performance Tasks

Reports
Historical research, scientific research, journal article
for publication, policy recommendations
Designs
Product design, home design, building or school design
blueprints, transportation alternatives
Constructions
Models, machines, exhibits, dioramas
Essays
Letters to the editor, guest column for local newspaper
or community publication, book and movie reviews,
story writing
Artistic expressions
Pottery, sculpture, poetry, fine art, posters, cartoon,
mural, collage, painting, song writing, movie script
Print media: books, pamphlets,
Pottery, sculpture, poetry, fine art, posters, cartoon,
brochures
mural, collage, painting, song writing, movie script
Multimedia: informational, kiosk,
video, photo journal, slideshow,
digital book
Presentation
Persuasive proposal, inspiring speech, debate,
informative lecture, research analysis and conclusions,
newscast
Skill demonstration
Science laboratory processes, constructions, specific
sports skills, teaching or mentoring younger students,
on-demand tasks
Artistic/creative Performance
Interpretive dance, play, skit, character study, docudrama, readers theater, radio plays
simulations
Mock trial, reenactment of historical event, role play