Pointing Out the Bones
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Transcript of Pointing Out the Bones
Pointing Out the Bones
Scaffolding for High-Potential Students
What is scaffolding?
Misconceptions vs. Reality
0Kids initially think their skeletons …
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0Kids learn that their skeletons …
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Why scaffold for gifted students?
Who needs scaffolding?
0Students without rich language backgrounds0Students learning English0Students with learning difficulties or disabilities0Students from experience-poor backgrounds0Students who missed or didn’t understand an
essential piece of instruction
-- anyone who can’t make the connections between existing knowledge and new learning
When to scaffold
0Only when a student needs it
0Don’t overuse it
0Don’t scaffold with everyone in the same way
Scaffolding is …
Making the (hidden)
OBVIOUS
ExamplesWork in a small group and examine one of these:
0Primary Interactive Journal Prompts
0College of William & Mary poetry lesson from Autobiographies
0Bones lesson plans
What types of scaffolding is used in each example?
Aspects of instruction to scaffold
1. Foundational Transformational
Information, Ideas, Materials, Applications
2. Concrete Abstract
Representations, Ideas, Applications, Materials
3. Simple Complex
Resources, Research, Issues, Problems, Skills, Goals
Aspects of instruction to scaffold
4. Few Facets Many Facets
Disciplinary Connections, Directions, Stages of Development
5. Smaller Leap Greater Leap
Applications, Insight, Transfer
6. More Structured More Open
Solutions, Decisions, Approaches
Aspects of instruction to scaffold
7. Clearly Defined Problems Fuzzy Problems
Process, Research, Products
8. Less Greater Independence Independence
Planning, Designing, Monitoring
9. Slower Quicker
Pace of Study, Pace of Thought
Scaffolding and Gifted Instruction
0Some aspects of a lesson will look more like a lesson for gifted students
0Some aspects will look more like a lesson for struggling learners
0Because some gifted students are struggling leaners!
Tools, Strategies, & Structures
0From Krista Smith, English Language Arts Specialist, Mesa County Valley District 51
0Explains the strategy – the why, the how & the what0Explains how teachers can use the strategy0Explain what students get out of the strategy, and
what the underlying difficulty is that the student is having that makes him or her need the strategy
Gradual Release of Responsibility