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I noticed the the teacher used the "I do, we do, you do" scaffolding technique to guide her students to her end goal of accurately using and understanding the Spoke graphic organizer. She also modeled the expected thought process by thinking aloud and using guided questions to show students how to identify key terms, ideas, and information. The teacher was also actively checking for understanding by circulating the room, listening to conversations, and asking questions about student thought processes to see if more modeling needed to be done. My CT uses the term 'Frontloading' a lot, and I believe this was done early in the video when the teacher began reading aloud and announcing what the book was about, what the main focus will be, and what she already knows by looking at the book.
I found a few different CFU strategies here on Weareteachers.com. One strategy I liked was #18 "Display mini flip charts" because each student can have a small flipchart that is color coded like a stop light to show me where they are during an activity or lesson. They can discretely show me if they absolutely need my help or if they are ok for the moment which tells me who to check in on or spend a little more time with after in a small group.

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In the video, I identified the strategy “I do, we do, you do”. This strategy was first applied through the teacher scaffolding with a think aloud activity. The “we do” part of the strategy is shown through students participating in reading with a partner, and then sharing their ideas with each other. The “you do” part of the strategy is shown through the students working independently at a level that is appropriate for each student. The students used a graphic organizer to show what they know and display their comprehension of the text. The teacher was able to walk around the room and ask students what they read and truly listen to them to check for understanding. This allows the teacher to provide the students with immediate feedback. The spoke diagram was a visual way the teacher was able to check for understanding.

https://www.teachforamerica.org/stories/8-ways-to-check-for-student-understanding One strategy I found that can be used to check for understanding is having the students come up with their own quiz question and answers to have the teacher complete. This article from Teach for America explains how students usually like to try and beat the teacher in activities like these so it forces the students to really think and reflect on what they have learned.

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1. The strategy that identified in the video were the I do, we do, and you do.

2. The teacher was doing the I Do part when filling out the diagram, the students then took turns reading in groups for the We Do part, and for the You Do part, students were filling out their own diagrams.

3. To check for understanding, the teacher was walking around and was giving them feedback on their work and was able to help them as needed.

4. I really liked how the students had a chance to work with their elbow partner and how they would take turns reading to each other.

5. https://www.edutopia.org/article/8-quick-checks-understanding

6. I found this link that discusses a quick checks for understanding that are simple to use and can be used across different grade levels and subject areas and different types of learning environments. I liked these ones because it mentions how sometimes teachers are covering large amounts of information and developing many skills and they don’t have a whole lot of time to check for complete understanding, so sometimes it is OK to use things like this that are just a quick check to gauge students. And includes things like signaling a simple thumbs up to see that they understand, having students say that they agree or disagree with other people having them draw a quick visual wrap and some Tatian such as a graphic organizer, providing them with something and having them correct the error, having them summarize it, having them create a word problem and have other students try to solve it, or providing a prompt and having students analogize it. My favorite quick check for understanding that this article mentions is having the students try to teach the concept to someone else for example the student who has been absent because the teachers easily able to gauge the student that’s teaching degree of understanding as they are helping someone else learn it.

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Formative assessment is a proven technique for improving student learning, and the strategies shared here by Jay McTighe work both in the classroom and remotely.

Bob Daemmrich / Alamy Stock Photo

Using formative assessments designed to check for understanding and provide students with feedback and support is one of the most effective ways to improve and enhance student learning. Yet because of the need to cover large amounts of information and develop many skills, teachers may not take time checking to make sure students understand a concept or can effectively apply a skill, and, if they don't, figuring out ways to improve their learning.

Thankfully, there are practical, proven formative assessment techniques that teachers can use as a quick "pulse check" to gauge students' understanding. The eight techniques here can be applied across grades and subject areas in virtual, hybrid, and in-person learning environments.

The results of these checks should not be graded since the purpose of formative assessment techniques is to obtain feedback to use in improving teaching and learning, not to evaluate learning. It's important that students understand the purposes of these techniques, that mistakes are OK-and even expected-and that they will not be graded on their responses.

Thumbs up: I understand _____ and can explain it in my own words.

Wave hand: I'm not completely sure about _____ and doubt I could explain it.

Thumbs down: I don't yet understand _____ and cannot explain it.

Ask students to display a designated hand signal to indicate their degree of confidence in their understanding of a concept, principle, or process. For example:

Self-assessment and self-reporting can be unreliable, so use a random calling technique to periodically select students with their thumbs up (e.g., pull names out of a bowl) and ask them to explain.

In virtual learning environments, students can signal on camera or post designated emojis to signal their understanding levels.

Present students with a few binary-choice statements or questions containing an understanding or a common misconception and have them select a response (e.g., True or False, Agree or Disagree) and share it via a whiteboard, cell phone app, or hand signal (e.g., thumbs up or down). This efficient technique is particularly effective to use in checking students' prior knowledge or potential misconceptions before beginning new instruction.

True/False: When dropped from the same height, a bowling ball will land before a marble.

Agree/Disagree: Is this an example of alliteration?

Here are a couple of "choosing" formats with examples:

In virtual learning environments, students can use the chat box feature to record their choices, or respond to a poll.

3. Picture It

Draw a visual web of factors affecting plant growth.

Develop a concept map to illustrate how a bill becomes a law.

Create a story map or sequence diagram showing the major events in the story.

Visual representations, such as graphic organizers and concept maps, are widely used to enhance learning, and can also be used as formative assessments. Have students create a visual or symbolic representation (e.g., a graphic organizer, web, or concept map) of information and abstract concepts and then be prepared to explain their graphic. Picturing techniques are especially useful to see if students understand how various concepts or elements of a process are related.

In virtual learning environments, students can post their visuals on a Google slide or Pinterest board, or in Nearpod or Jamboard.

4. Troubleshoot It

1. Identify the flaw or error, and (even better)

2. Correct it.

One of the most efficient and effective quick checks for understanding involves troubleshooting. Present students with a common misconception or a frequent procedural error. See if they can:

Present a rough draft of writing and ask students to serve as an editor to mark compositional and grammatical errors.

Have students review work on a multistep word problem to identify computational mistakes and reasoning errors, and correct them.

In a photography class, show photos reflecting common compositional errors or flawed exposure or lighting, and have students recommend needed corrections using photo editing software.

Their responses will provide a quick check of the depth of their understanding.

5. Summarize It

Compose a tweet in 280 characters or less answering the question: What is the big idea that you have learned about _____?

Record a one-minute podcast or vodcast using an app on a smartphone or tablet to summarize the key concepts from one or more lessons.

Prepare a weekly letter to your teacher (or parents) summarizing something that you now understand as a result of your learning during the past week.

Here are a few examples of this technique:

Create a "real life" word problem to see if other students understand how to calculate surface area.

Locate a news article or blog post that presents an example of the tension between individual rights and the common good.

Find examples of symmetry somewhere in our school or on the playground.

Understanding is revealed when students can transfer their learning to new situations. Accordingly, one of the best checks for understanding is to see if students can apply material in a somewhat novel context. This technique includes asking students to find or create new and novel examples to illustrate a newly learned concept.

Develop a five-minute lesson to teach a younger student about how supply and demand can affect the price of things. Use one or more specific examples that we have not discussed.

Your friend has been absent and missed the last two lessons where you learned about community helpers. Draw a picture of at least five helpers in our community to help them understand the concept of a community helper.

This is a more involved, but valuable, formative assessment technique. Ask students to teach a new concept or skill to someone else-a new student, a student who has just returned from absence, or a younger child. You'll be able to gauge their degree of understanding as you review or observe their lesson. Here are two examples:

In virtual learning environments, students can record a lesson using a laptop, tablet, or cell phone camera.

8. Analogize It

A more sophisticated technique invites students to develop an analogy or metaphor to illustrate a newly learned concept or skill. The effectiveness of their explanatory analogy or metaphor can give you insight into their understanding. However, be cautious when interpreting student responses to this technique-a student may very well understand a concept but be unable to generate an appropriate analogy. Asking students to explain their analogies will give you further insight into their understanding.

A fraction is a part of a whole like a wheel is a part of a bicycle.

Formative assessment is like tasting a meal while you're cooking because it provides feedback that a cook can use to make adjustments to improve the meal.

Here's a prompt for students: A _____ is like a _____ because _____.

Students can also create visual analogies (combining techniques 3 and 8). In virtual learning environments, students can post their analogies and metaphors in a chat box or on a Google slide or Pinterest board.

Note: Several of these techniques (especially 1, 2, 5, and 8) can be naturally used in conjunction with another popular formative assessment technique-an exit card-given to students at the end of a class period or end of the school day.

While these techniques can provide valuable information about the effectiveness of teaching and the quality of students' learning, they're not ends in themselves. Instead, they should be seen as the first step in a " feedback cycle." The next step is to act on that feedback-reteaching something that many students failed to learn; correcting misconceptions that may be revealed; and/or providing scaffolded support to students who need it. Moreover, when students are given feedback, they must also be given opportunities to use it, such as revising their work, practicing the skill, or correcting errors. (Getting feedback without a chance to use it is like eating without digesting!) Then, the formative assessment cycle reboots as revisions can be assessed again, with progress noted and new learning goals set.

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Formative assessment is a proven technique for improving student learning, and the strategies shared here by Jay McTighe work both in the classroom and remotely.

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Scaffolding Strategies
Teacher did scaffold. The strategies teacher used was I do, We do, and You do. She started by modeling on how to draw and filled out the thinking aloud (Spoke Diagram), it is the I do part Then, she had students read in groups, taking turns on the reading; also sharing what they understand from the reading (comprehension). For the You do part, students are on their own filling out their own spoke diagram. What she did to check students understanding was walking around and listening to different groups talking, she likes to see how they think through their conversations. In addition, when they come back together as a group (We do,) students shared what they read and teacher finds out if there is any confusion or misconceptions. I liked it because this strategy is for students to keep for future use.
I found this video about scaffolding, which uses 3 methods: Hints (could be verbally, pictures or gestures; Offer a Range of Possibilities (give students options), and the Use of Additional Resources (so students can understand the concept or idea). I chose this scaffolding strategy because we can use it not only with young students, but also with older ones, specially with English Learners.
https://www.youtube.com/watch?v=5hWDbSx_kdo

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Administration for Children and Families (ACF)

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I thought the scaffolding strategy was a great strategy  because students are able to write down thoughts and  ideas of what they learned on a chart to use as a visual reference that highlights the major ideas. It is also great for the teacher because the teacher can easily walk around and see what the students are thinking and can help them ASAP if there is a misunderstanding. It was also great they they are able to use scaffolding to work with partners and draw ideas from each other.

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Scaffolding Strategies Used- “I do” “ We do” “you do”

Elbow partners

Check for Understanding Strategies Used.. Teachers is always walking around when students are working independently and she truly listens to them and tries to make sense of what they are saying and thinking

My surprise is that before students work independently they all come together to share their answers. This strategy is after the “ we do” strategy.
I also liked how they had the opportunity to work with a peer and how they shared responsibilities between the two.

Think-out-loud she is modeling what a good reader would think

Reads the story once then goes back

-Spoke Diagram

We do ( popcorn style, read in their heads, freedom to do the reading  ) students need to be verbal about what they are thinking and

I really liked how she is introducing this diagram so they can use for multiple stories/lessons in the future
6.
https://www.mshouser.com/teaching-tips/8-strategies-for-scaffolding-instruction

https://www.edutopia.org/article/8-quick-checks-understanding

7. I liked the scaffold strategy to use a students first language when it comes to important information like academic words or instructions.
I also liked the check for understanding strategy Signal It with a thumbs up, wave hand, thumbs down because it can be quick and teachers can quickly check for understanding.

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With the advent of the common-core standards, our thinking about how to support second language learners has become super important. While opting for services like Translation Services London is an excellent way to get one's work translated, one also has to know more than one language fluently. Our current focus for supportive instruction may be on grammar and vocabulary or we may be modifying the texts English Language Learners (ELLs) work with during a lesson so they're at a more "appropriate level." Under the standards developed through the Common Core State Standards Initiative, however, instruction for ELLs will have to move beyond modifying lesson materials and teaching fundamental components of language. Educators now have to ensure that we are teaching ALL kids, no matter their language background or where they are academically, how to grapple with complex, grade level information and texts.

So how do we do this? Well, a piece of it is thinking more carefully about what supports or scaffolds we can add to our instruction.

Through my experience working as a classroom teacher in an urban school with a large number of second language learners, along with two years experience as our school's English Language Acquisition Teacher Leader, I have identified eight " scaffolding strategies " that I believe should always be considered when planning instruction for second language learners:
Click Here for the 8 Scaffolding Strategies Printable
When I set out to plan a lesson, I always consider how to use any or all of these eight scaffolding strategies to support comprehension and language development.

1. Visuals and Realia

Whenever I can I include realia, or real life, tangible objects in my lessons. I have found that realia is super supportive for vocabulary development and engagement. For example, I recently selected a text about coral reefs for a close read lesson. I wasn't sure students would know what "coral" was, so I brought in an actual piece of coral to pass around. If you don't have realia available for a lesson, use visuals or images! You can frequently find me on Google images, looking for that just right visual to support my lesson.

2. Modeling/Gestures

If you were to observe me teaching a lesson, you would likely see me making all kinds of funny looking gestures. Funny looking maybe, but supportive definitely! When all you do is talk/lecture to students who don't speak English as their first language, most of what you say will probably fly right over their head. Modeling and gestures help bring your words to life. Couple this with the use of supportive visuals and say hello to comprehension!

3. Connect to Background Knowledge

When planning for the "hook" or introduction in a lesson, I consider what background knowledge students might have that I can connect to. For example, I might show them a picture of something related to our lesson and ask them a question about it. Connecting previous knowledge/learning to new learning is always a great support for ELLs.

4. Graphic Organizers

Graphic organizers may not be an appropriate scaffold for every lesson, but they are for many! You can create your own or use one of the many free ones to be found on the www. Graphic organizers can be used as a tool to help students organize their thinking when responding to a text. They key is not to make them too complicated or they may end up being exactly the opposite of a useful thinking support.

5. Sentence Structures/Starters

Sentence structures can be a great support for English Language Learners. I often use them during the close of a lesson in the debrief or share. You can also slightly differentiate graphic organizers or recording sheets you provide students by adding sentence structures.

6. Read Aloud

Reading a grade level, complex text aloud to students at the start of the lesson can serve three important purposes: support engagement, support fluency, and give ELLs some access to the text they'll be working with. When reading a text aloud to students, it's important that it is displayed in a way that all students can easily see it.

7. Intentional Small Group/Partner Work

To support students during independent work time, you can consider small group or partner work. I say "intentional" small group/partner work because it's important to consider how and why you're pairing certain students. Pairing two students just because one is a "high" reader and the other is a less sophisticated reader can quickly backfire if you haven't considered how their personalities/work styles might pair up. Additionally, if you have chosen to provide a small group of students with additional support, just be aware of how much support you're providing...hopefully not too much! We don't want to take away all the challenges that a text/lesson presents.

8. Use of First Language

If a student's first language is available to you, then by all means make use of it as a scaffold. I'm not implying that the whole lesson should be translated. However if you can translate important vocabulary words, make connections between concepts presented, or translate specific instructions then go for it!

As a final note, even if you do not work with ELLs, try to keep in mind that good instruction for second language learners is great instruction for all kids!

Thanks for reading, and download your Scaffolding Strategies Printable for free.

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8 Strategies for Scaffolding Instruction - Ms. Houser

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With the advent of the common-core standards, our thinking about how to support second language learners has become super important. While opting for services like Translation Services London is an excellent way to get one's work translated, one also has to know more than one language fluently.