# data[].attributes.body
The teacher used I do, we do, you do strategy. She used scaffolding during her instruction.  She also walked around to check for understanding as the students worked in groups. She also used the think out loud strategy to at the beginning of her lesson.  To check for understanding the students wrote their own diagram to better understand the lesson's content.

I chose this resource because I really enjoy the creative way to check for understanding. They suggest to use technology and even to do students polls! There are strategies called curtain calls and get up and move. This article is simple to understand with very creative strategies for CFU.

# data[].attributes.attachment_link.title
Creative Ways to Check for Understanding - TeachHUB

# data[].attributes.attachment_link.description
Students learn in many different ways, so demonstrating mastery doesn't look the same for everyone. Check out our creative ways to check for understanding.

# data[].attributes.body
The lesson structure is based on explicit instruction, and I do, we do, you do. Some of the scaffolding strategies I noticed were thinking aloud, diagram thinking, popcorn style, and talking topics related to the lesson. All these strategies help guide the student to meet the objective. I notice classroom discussion and the teacher going around to check in with the students for checking and understanding. I also saw the teacher asking the students to fill out the diagram as a whole class. This way, it helps the teacher get a sense of what the students learned.

Plickers.com - Link: This is a website that gets one started to sign up. It is an application that helps check for understating and can be used for a formal assessment. This application was mention in one of the videos. I have not used it becomes but it seems like a great tool.

# data[].attributes.headline
Alicia Carr - Checking for Understanding

# data[].attributes.subject
Alicia Carr - Checking for Understanding

# data[].attributes.body
1. Alicia Carr

2.  She used the I do, we do, you do strategies. An I do strategy was the spoke diagram. She modeled her thinking for the students. We do strategies included partner reading, chorally or popcorn style. Students completed their own spoke diagrams for the I Do portion of the activity

3. This teacher used a lot of scaffolding thoughout the lesson. She broke down the lesson step by step, and asked questions to guide students thinking.

4. The teacher checked for understanding by walking from group to group to answer questions and guide thinking, by facilitiating classroom discussion, and by having students create their own spoke diagram.

5. Thinking out loud

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

7. I love signaling as a way of checking for understanding. Fist to five is a strategy that i hope to implement in my classroom because it is quick, and easy for students to undertsand. It helps me read the room and is fairly private since the students are keeping their hand to their chest. I also really liked the idea of students composing a tweet about a topic in 140-280 characters. That would be a lot of fun!

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
https://theowlteacher.com/scaffolding-strategies/

Barbara Gonzalez

The strategies I identified were modeling, using visual aids (spoke diagram) to help students learn what they should be thinking about what they read, and asking them questions while they were using the I do, we do, you do method. She scaffolded content by using graphic organizers to break down the text to figure out the main idea and the sub points. She also walked around in the classroom to make sure her students were on the right path with their comprehension and thought processes. Formative assessment helped the teacher measure student learning for the purpose of deciding what and how to teach next. In this lesson, the teacher checked for understanding by asking questions to gauge understanding. She used speech out of the three options which are writing, speech, and drawing.
The resource I shared not only provides a ton of ways to scaffold, but it also gives tips for new teachers and that is why I chose to share it.

# data[].attributes.attachment_link.readable_text
Not too long ago I discussed the difference between scaffolding and rescuing. I mentioned my struggles and how I was rescuing my students without even knowing it and how I didn't have a clue what scaffolding was, let alone scaffolding strategies! I was on a mission to determine what it meant and how to implement it in my classroom. What did I find? Not only did I discover that I was generally doing it in some cases, but it was easy to do in others!

As I mentioned before, scaffolding is about bridging readiness and mastery so we can increase the potential for student success. Students need teachers to help provide them with just enough support to help them master their learning goals. If you are doing it for them or, in my case, doing all the talking and exerting the most energy, you are rescuing.

If you aren't sure how to scaffold your students' instruction, let me be of some help! I have a few strategies that are effective for any content area below.

Effective Scaffolding Strategies

1.) Use Graphic Organizers. When teachers use graphic organizers as one of many scaffolding strategies, they are helping students make their thinking concrete. This is like creating training wheels for students. Graphic organizers, charts, and even pictures are perfect as scaffolding tools.

2.) Answer and Repeat. This is one of my favorite scaffolding strategies, because it is a great way to check for understanding. When reading a difficult text or learning a new concept, call on a strong student to answer a question. Then, call on another student to repeat, in his or her own words, what was just said. If the student seems stuck, then let them "phone a friend."

3.) Slow Down. No, really. We move so fast as teachers because we fear the "we won't get through it all." But, when we slow down and give students more time to process, we are really helping students. It is an effective scaffolding strategy when we pause at various points of instruction and break it up. Think about it. If something is above your head, it's immediately overwhelming, but if you break it into manageable chunks and take your time through it, you're able to process it much better!

4.) Model EVERYTHING with Think Alouds. I love think alouds. I learned a long time ago that you should never assume that you don't need to model even the simplest things, like writing your name on the paper during the first day of school. You'll be amazed sometimes. When you model for students and think aloud how you worked through a process to figure something out, it helps them see things in a much different light. (And they think, "Wow, she's just like us!") Use the "I" statements. For example, "I was confused at first, but then I remembered that if I just keep reading, I may be able to figure out the word from the other words in the sentence..."

5.) K.I.S.S. Keep it Simple, Sweetie! When you first start out, make it simple. When I first start teaching fractions, I don't immediately jump right into the hard stuff. I review the basics. I use manipulatives. It's very similar to my post, Teaching Math So Students Get It. When reading, I echo read, and then I choral read. It's all about the gradual release of responsibility. You want to slowly move into the more complex versions. If you move too fast, you'll scare off the animals. 🙂

6.) Provide an Example. It's always best, when you are completing a project or an assignment, that students are given an example of what high quality work looks like. This can help them see what is expected of them. While a rubric is nice, actually seeing a concrete model is a scaffolding strategy that really helps students.

7.) Pre-Teach Vocabulary. You may already know this, but when you are trying to read about a new concept, there is definitely going to be vocabulary that is not familiar to students. Instead of glazing over it (and letting students get hung up on it), tell them ahead of time of their meanings. I always read the passage(s) ahead of time and select any words that are critical to the understanding of the passage. Use the Frayer model by having students give you examples, non-examples, the definition in their own words, and a picture of the word. If it's something that is a large word, but it doesn't matter as much AND they can still understand the passage without it, then I don't pre-teach it.

8.) Use Cue Cards or Question Stems. These are very popular but very effective. Provide students with questions that they can ask themselves as they read or things to remind themselves of what to look for. For instance, "What is the main idea of this section? What details support that?"

9.) Annotate. This is not just a close reading strategy. Students can use this for any content area and anything they read. Have students use a sticky note and note anything that they feel is important, confusing, or anything else that pops into their head as they are reading. Then, they can discuss it at the end with the entire group, small groups, or a partner. This is a fantastic method to take note of what they do and don't understand. It's not just for reading workshop!

10.) Retell. Retelling seems more about summarizing and like it's more of a reading skill, but it's actually about helping students make sense of what they are reading. By having students retell after they read something, they are processing what happened and getting it to "stick" a bit more.

11.) Word Walls or Personal Dictionaries. Have students keep track of words they struggle with, whether it be spelling or learning to read them. The more they frequent these words, the more "common" and second nature they become.

12.) Choral Reading. A lot can be said for choral reading. When you complete a group read aloud, you are building students' fluency and self-confidence and motivating them to love reading. I often will choral read in content areas - not just during reading instruction. I have also used echo reading when a chapter in our science textbook contains language that is higher than my students' levels (which it frequently is!).

No matter what you do, the best place to start is by pre-assessing your students to determine where they are and where you need to start. Scaffolding instruction provides just the right support to help a student grow and be successful. It's a fine line, I know, but you can do it!

I hope something here is helpful - by no means is it a complete list of scaffolding strategies.

Want more valuable teaching tips and other ah-mazing perks, such as discounts, giveaways, flash freebies, dollar deals, and so much more? Become a VIP member by joining my email list! Click here to subscribe.

Pin for Later:

# data[].attributes.attachment_link.title
Scaffolding Strategies for Any Content Area - The Owl Teacher

# data[].attributes.attachment_link.description
Not too long ago I discussed the difference between scaffolding and rescuing. I mentioned my struggles and how I was rescuing my students without even knowing it and how I didn't have a clue what scaffolding was, let alone scaffolding strategies! I was on a mission to determine what it meant and how to implement it in my classroom.

# data[].attributes.body
1. Vanessa Tirado
The strategy that the teacher was using was I do, We do, you do. Throughout the lesson she molded the thinking process she wanted her students to use. She also used graphic organizer to keep facts in line. While reading she molded what a good reader is. This means she said out load what she was thinking. Her thought process was shared throughout the lesson so her students could see what a good reader is thinking about. The manipulative that was used was a graphic organizer. Students were able to keep facts aliened throughout their reading. Something that the teacher can do for more understanding is a padlet activity or kahoot activity. The teacher can not be every where at once and she might miss some students when checking for understanding. These platforms will help her see what areas students need help in.

# data[].attributes.headline
Delzy Samudio- Checking for understanding

# data[].attributes.subject
Delzy Samudio- Checking for understanding

# data[].attributes.body
5 strategies for checking for understanding are:
1. Feedback
2. Manipulatives (flip cards)
3. Responce strategies (Thumbs up, down, to the side.)
4. Open and closed ended questions
5. peer to peer evaluation (students who are confident in content can help those who are not.)

Teacher scaffolding was done in this video by applying the strategies above. The teacher began her lesson by modeling her thinking. She then had the class read together and talk about the content. she would repeat what students said and discussed misconceptions for clarity. The teacher would ask questions and walk around the class as she checked for understanding.

https://helpfulprofessor.com/guided-practice/

What stood out to me about this article was Vygotsky's zone of proximal development. When I think of scaffolding this is what I recall. we have read and seen in many of the videos the importance of assessment and knowing each student level. Vygotsky's theory teaches us that we should not make the assignments/ lessons to easy that students are not being challenged and we shouldn't make them to difficult that students will fail. Understanding ZPD and what we have leaned in this module will help us become better planners and presenters in the classroom.

# data[].attributes.attachment_link.readable_text
Guided practice is a teaching practice pioneered by Barbara Rogoff that helps scaffold student learning through modeling and gradual release of responsibility to the student.

It involves three steps for practicing new skills in the classroom:

First, the teacher models how to do a task to the student.

Second, the student does the task with guidance from the teacher.

Third, the student practices the task independently.

This article outlines the most popular teaching strategy of guided practice for teaching: the I do, We do, You do method. You might also hear it called the " Gradual Release of Responsibility Model ".

Use this method to write lesson plans, help struggling students, and demonstrate your knowledge of good pedagogical skills during lesson reviews and observations.

Guided Practice Definition

Here are some ways scholars define guided practice. Use these sources to define it in your essay:

Sharratt (2013, p. 145) defines guided practice as a "transition practice that ... allows leaders to pull back and the learners to step forward" through smooth movement from teacher- to student- centered learning.

Duchesne et al. (2013, p. 90) argue that it is "support provided to enable students to participate in expert activities in increasingly expert ways."

What we notice in these definitions is two key elements:

1. Support: The teacher provides support for learners to help them progress;

2. Transition: The process may begin with heavy teacher support and modelling, but should end with near independence on behalf of the learner.

Guided Practice Example

The I do, we do, you do method provides four clear steps for guided practice. It can be used as the basis for lesson plans or a guide when teachers have a student struggling to understand a concept.

1. I Do (Teacher Modelling)

The first step of the I do, we do, you do method is modelled instruction. Modelling gives learners the opportunity to understand the task and gather initial details about how it would be performed.
I recommend using some of the following strategies in the 'I do' modelling stage:

1. Break the task down into small, clear, understandable steps;

2. Use visual aids such as process charts to help students understand the steps;

3. Use mnemonic patterns and acronyms as retrieval cues to help students' memory recall (For example, I use a mnemonic pattern when teaching university students how to write Introductions using the I.N.T.R.O method - see my post here.)

4. Encourage students to take notes on key points they might need to remember in the future.

Learners are not necessarily passive in this stage. Learners should be reflecting and actively thinking while they watch the teacher modelling the information. Leave time for students to ask questions at the end of each step in your modelling.

While we often consider modelled instruction as to 'direct' and 'transmissionist' in its approach, the fact remains that sometimes students need to be given clear, direct instruction on information that is new to them.

The important thing is that we don't just model instruction. We also need to give students the chance to practice, discuss and experiment with the new information. This is what happens in the following three steps.

2. We Do (Co-Construction)

At this stage, students participate in 'shared practice'. Students work in groups or pairs to support each other through the learning process. Often, this will involve re-doing the modelling stage (Step 1) while the teacher and teachers' assistants work to elicit students' input as much as possible.
At this stage, teachers might want to consider:

1. Asking students for their shared input on a plan for completing the task;

2. Asking students to recall and predict the next steps in the step-by-step process of completing a task;

3. Asking students to debate, discuss or question elements of the process, such as debating which approach is best way for completing a sub-task.

4. Encouraging groups to practice through play-based learning.

While students work in groups at this stage, the teacher remains central to shaping the discussion. Some autonomy has now been released to the students to allow them to actively contribute their ideas while they have the support of their peers while completing the task.

3. You Do (Facilitation)

The 'you do' stage of this gradual release of responsibility model is the first in which the individual student takes most of the control of the learning process.

In this stage, the student does their best to complete the task on their own. However, the teacher is present to patiently support students' learning. Teachers and assistants can walk around the classroom giving guidance to any students who need it.

Some teachers prefer to ask students to do the facilitation stage in smaller groups, such as pairs.
Here are some examples of strategies for this stage:

1. Teachers encourage students to speak out loud to the teacher about what they're doing and why they're doing it;

2. Students are encouraged to ask questions when they are stuck. Teachers should provide prompts, open-ended questions and nudges to help students recall the next steps;

3. Teachers can provide computer programs or visual aids as prompts for students should they be needed.

It is important that the teacher observes students in this stage to identify misconceptions that students may have developed. If students skip this stage, they will not have an opportunity to be mentored through the early stages of independent learning.

4. You Do (Independent Practice)

Finally, students should reach a point of independent practice where they are freely able to complete the task on their own.
In this stage, strategies you can use include:

1. Having the students create a final product that they can display around the classroom;

2. Assigning practice of the task or activity as a homework or study task;

3. Asking students to complete the task in a new environment or with a slightly different twist to promote competency across unfamiliar contexts.

4. Encouraging enjoyment of the task to promote motivation.

Ensure you provide students with the opportunity to seek facilitation if need be. While you have removed active facilitation, leave the door open for further guidance if the students solicit it.

By the end of Step 4, the teacher will need to re-assess the student's zone of proximal development. They will have pushed the boundaries of their zone of proximal development out further, and tasks that were previously beyond reach may now be possible with guidance.

Assess the student's new zone of proximal development and re-start the process at Step 1. The I do, We do, You do process should be considered cyclical.

Image 1: Guided Practice in the Classroom
Links to Socio-Cultural Theory

Guided practice has its origins in the sociocultural theory of teaching and learning (also known as the social-constructivist theory). This theory emphasises the importance of social interaction for cognitive development.

Guided practice builds on three key theoretical concepts within the sociocultural theory: Vygotsky's Zone of Proximal Development, Vygotsky's More Knowledgeable Other and Bruner's Scaffolding.

a) Zone of Proximal Development

Vygotsky hypothesised that the best way to teach learners is to create lessons that are just too hard for students to complete on their own, but possible for students to do with the aid of a teacher.

We often call this the Goldilocks Principle: A lesson that's too easy won't lead to much learning. A lesson that's far too hard will simply confuse students. But, a lesson that is challenging but not impossible should motivate students and lead to maximum learning development.

Image 2: Vygotsky's Zone of Proximal Development
b) More Knowledgeable Other

For students to achieve maximum progression in their learning, Vygotsky proposed that students should learn alongside a 'More Knowledgeable Other'. A More Knowledgeable Other can be a teacher, parent or classmate. The MKO should simply be someone who can provide assistance like prompting, modelling, explaining and suggesting that keeps the learner on the path towards achieving their educational goals.

Importantly, because there is a guide, scholars argue that students will be learning in culturally and socially relevant ways. In other words, they learn things the ways their teachers, society and culture have deemed appropriate.

Guided practice is therefore also considered a culturally sensitive pedagogy.

Scaffolding

Bruner expanded on Vygotsky's ideas by introducing the concept of ' scaffolding '. Instructional scaffolding is a term that emphasises the importance of guidance during the learning process to help a student move through their Zone of Proximal Development.

A scaffold is any learning strategy that keeps a student on the path towards their learning goals. As the student gets more competent at their tasks, the scaffolding should be removed so that the student can eventually complete the task alone.

Image 3: Bruner's Instructional Scaffolding
Scholarly Sources

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. (2013). Educational psychology: For learning and teaching (4th ed.). South Melbourne, VIC: Cengage Learning.

Sharratt, L. (2013). Scaffolded Literacy Assessment and a Model for Teachers' Professional Development. In Elliott-Johns, S. & Jarvis, D. (Eds.) Perspectives on Transitions in Schooling and Instructional Practice. (pp. 138-155) Toronto: University of Toronto Press.

Appendix: Screen Reader Versions of Images

Featured Image

Guided Practice: Duchesne et al. (2013, p. 90) define guided practice as "support provided to enable students to participate in expert activities in increasingly expert ways."

Definition: Guided practice is a teaching practice pioneered by Barbara Rogoff. It involves three steps for practicing new skills in the classroom. First, the teacher models how to do a task to the student. Second, the student does the task with guidance from the teacher. Third, the student practices the task independently.

Examples: The I Do, We Do, You Do method is an example of guided practice. This is a three-step model:

I Do: The teacher models the task

We Do: The teacher and students do the task collaboratively

You Do: The student graduates to doing the task independently.

Image 1: Guided Practice in the Classroom

What is Guided Practice?
Guided practice is an approach to educational instruction based on the sociocultural theory of learning and teaching. It involves the use of teacher guidance and facilitation that is gradually released as students develop competence with a task of skill.
The I do, We do, you do method of Guided Practice:

1. I Do

Teacher Modelling

Teacher models the task by breaking it down into clear, understandable steps. Students observe, take notes, and ask questions.

2. We Do

Co-Construction

Teacher and students complete task in groups. Students are encouraged to ask questions, predict the next steps, plan ahead and debate the best way to complete the task.

3. You Do

Facilitation

Students attempt to do the task alone or in pairs with the guidance of the teacher. Teacher provides prompts, open-ended questions, nudges and visual aids as a form of scaffolding.

4. You Do

Independent Practice

Students do the task independently without teacher facilitation in various different contexts to demonstrate competency.

Image 2: Vygotsky's Zone of Proximal Development

Vygotsky's zone of proximal development has three zones that can be shown as concentric circles like ripples in a pool. From the inside out, they aer:

1. Too Easy Zone: What the student can do without help.

2. Zone of Proximal Development (ZPD): What the student can do with help.

3. Too Hard Zone: Within the student's abilities.

Learner assistance within the ZPD can include:

More knowledgeable other (teacher, parent, or peer)

Educational technologies

Scaffolds: prompting, open ended questioning, modelling

Image 3: Bruner's Instructional Scaffolding

What is Scaffolding?
An insturctional scaffold is a temporary learner support provided to help a student learn how to compelte a task. The scaffold should be withdrawn once the student is capable of completing the task alone.

Examples of scaffolding

Modelling: Demonstrate to the student how to complete the task before asking them to give it a go themselves. This will give them a chance to observe then try out good practice.

Directing attention: Intervene to direct students' attention to important elements of a task if you feel the student is going off track. However, remember that following bad leads can sometimes also be a good lession.

Open-ended questioning: Open-ended questions require students to respondin full sentences, think deeply about their answer, and justify their response.

Breaking the task into smaller parts: If a task is complex or overwhelming, give students a series of small steps toward success. Once the student has completed each small step, ask them to do the task from beginning to end without support.

Use Visual Aids: Visual aids with advice or prompts can act as cues to help students work through their task. Consider placing visual aids strategically around the calssroom for students to draw upon when necessary.

# data[].attributes.attachment_link.title
Guided Practice (I do We do You do): Examples & Definition

# data[].attributes.attachment_link.description
Guided practice is an example of a learning scaffold. It involves the 'I do, We do, You do' steps which slowly release control over the task to students.

# data[].attributes.body
The strategies that I noticed in the video were that the teacher really was big on the I do,we do, you do. She modeled her expectations to her students by ding exactly what she would want them to do. She modeled what a good reader would think in her head while reading. She then uses a chart (graphic organizer to follow up on what she was reading. After the we do they come together so the teacher can make sure they are on track. Lastly on the you do they do it

independently.

Some ways that the teacher scaffold the content was by some of the ways of reading she chose to do in her classroom (reading alone in their head, choosing someone to read, and choral reading). The teacher also gave feedback to the students during their group discussions.

Some of the things that the teacher did to check for understanding was she walked around the room and asked follow up questions regarding the lesson through it. She made sure they can tell what they main idea is and that the students are understanding the text they are reading.

I did not really notice anything outside of what I read in the articles.

Something I found for teachers to use as a strategy to scaffolding through pictures was to look at the visuals and record details through a organizer and it also includes details from text to support inferences of the images.
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/grade4elascaffoldingguide.pdf

# data[].attributes.body
1. Hailey Boling

2.  She uses the "I do, We do, You do" strategy. The teacher starts with using the think out loud strategy to start her lesson. She gave the students what she was wanting them to learn and think about as they are reading. She said comments about the text as she was reading to them.

3.  The teacher uses scaffolding with I do and We do. While she was reading out load she had them pair-share for the ideas that they may have thought about during the reading. This was there to help them for when they were to read on their own.

4. The Check for understanding strategies that were used in this lesson were, classroom discussions, pair-sharing, group monitoring, and asking the students if they agree or disagree. The teacher learns what the students are understanding and if the strategy they are using works for that student. She's able to step in and help them while walking around the classroom observing the "I do" part of the lesson.

5. A strategy not listed is thinking out loud, she was making comments out loud to the class as she was reading to them.

6. An interesting idea to check for understanding from the students is "turning the tables", having the students reflect on what they have just learned and ask them to ask you (teacher) questions. Having the students to test their teachers will often result in them want to stump their teacher. So they will come up with some complex questions which shows a higher level of understanding.

7. I choose this because it was something I never never seen be done and it was interesting. It also seems like a fun challenge for the students, I can also see this being done in groups or pairs and it almost being a "competition" to see who can stump the teacher.

# data[].attributes.body
1. Abigail Mendoza
2. The teacher narrates her thinking out loud for students, writes out her ideas in a graphic organizer as a model for the class, think  aloud, guided practice with a partner.
3. Yes, the teacher used a lot of scaffolding techniques. She used a think aloud strategy to explain the text and reads the text with asking questions in between to get students to start critically thinking.
4. To check for understanding students wrote their own diagram and the teacher walked around to make sure the students understood the content.
5. A strategy not listed is narrating your thinking. This strategy shows students that teachers go through a thinking process to learn new information just like them.
6. "Show and Tell" strategyhttps://gritineducation.com/scaffolding/
7. This strategy of "Show and Tell" explains letting students or even the teacher share a drawing or artifact that relates to the new information to help make the new content more concrete and to serve as a visual.

# data[].attributes.body
The teacher's goal of this lesson was to teach the students how to use the spoke diagram to help them with comprehending readings. Her overall goal is to have the students visually break down the text so they can fully understand what they should be able to comprehend in their reading. Her focus was to show them how to use the graphic organizer so they can use it throughout other reading and writing lessons on their own. The teacher tries to scaffold her lessons by focusing on the I Do, We Do, You Do.

During the initial portion of the lesson, the I Do, she walks the students through what she would typically do in her own mind when diving into a reading. She has them be interactive as she has the class read along with her initially and then they go back to discuss portions of the text they just read.

During the independent portion of her lesson, when students are given the opportunity to read with a partner she uses this time to check for understanding on a smaller scale within the smaller groups. She utilizes pair-share and group monitoring during this time. She tries to really listen to how student's are thinking when they are having trouble. She makes sure to stay active throughout the independent time so she can help the students stay on track with the goal of the lesson. She is always on her feet walking through the class to see the students' thought processes and if any students need help, she emphasizes the importance of students being vocal about what they're reading and collaborating with other students so she can help guide them. Then she brings the students back together to share aloud as a group through a class discussion. She uses this time to check for understanding of the whole group by making sure that the whole class is on the right track.

Scaffolding Idea: Utilizing an interactive word wall to get students engaged and begin talking about vocabulary for a lesson. This can be used in all subjects because there is vocabulary associated with all subjects not only language arts. This is a fun way to begin introducing words to students and breaking them down into groups unique for each classroom and lesson. (word wall link)

Check for Understanding Idea: Kahoot! (kahoot.com) This is a variation of the quiz checking for understanding idea by utilizing technology. Especially since many students are more and more familiar with technology this adds a familiar and fun aspect to taking a quiz. It is also interactive so students can see if they got the answers correctly right away. This also makes checking for understanding using a quiz less daunting for students and will give the teacher percentages, so he/she will know what to focus on with next lessons.

# data[].attributes.attachment_link.readable_text
Word Walls are organized collections of words placed on a wall or other surface in the classroom. They are excellent tools for building word consciousness in students through increased vocabulary interaction and social learning opportunities; especially as students make connections among important concepts and big ideas. Interactive Word Walls, vocabulary notebooks, and periodic reviews are all important ways to revisit and reinforce vocabulary over time.

What does a Word Wall look like?

There are several different types of Word Walls which serve different purposes and focus on different skills. For example, it is common for primary classrooms to display high-frequency Word Walls, but it is unlikely to find such a Word Wall in a secondary classroom.

Kindergarten High Frequency Word Wall

Geometry Concep Map Word Wall

Word Walls in classrooms take on many forms. They can be color-coded by content area on index cards that are affixed to the wall. They can be on chart paper, a display board, or a concept map. No matter the way you choose to display Word Walls, the words on the Word Wall must be large enough that they can easily be seen by all students in the room from wherever they are seated.

Regardless of the structure, all grade levels should have content area Word Walls on display.

How are Word Walls organized?

How many Word Walls are in a room may depend on how the content areas are organized, whether high-frequency words or retired Word Walls are utilized, or how many courses are taught by a single teacher. For example:

Elementary classrooms may have one Word Wall for various content areas, color-coded for each subject. Additionally, there may be a high-frequency Word Wall.

In secondary classrooms, there may be separate Word Walls for each course, as well as specialized Word Walls, such as testing words.

How to Use a Word Wall in the Classroom?

Word Walls can be effective learning tools, or they can be wallpaper. Even the most organized Word Walls won't help students learn words unless they are used. The words displayed on the Word Wall should be words that you currently want your students to use and should come down and get replaced by new words when a new lesson or unit is introduced. The same is true for high-frequency Word Walls.

Use the words on the Word Wall to create Advance Organizers (i.e. Student Learning Maps and Concept Maps) to meaningfully distinguish and highlight important vocabulary concepts (keywords), characteristics (descriptions or examples), and categories ("chunks" of learning connected to Learning Goals).

How do I retire words from the wall?

Once students are using the words appropriately, the words can come down. When words come down from the high frequency or content Word Walls, they can go to a retired Word Wall elsewhere in the room, or in an interactive vocabulary notebook. Students should use the interactive vocabulary notebooks daily for new word learning and can use them for structured review, writing, word games, and retired words. They are especially useful when learning word parts.

Example of a Dead Words Word Wall

How do I use Word Walls during remote learning?

Virtual Word Walls apply the same characteristics as physical ones. They are most impactful when students know where to find the tool and are expected to use it for a purpose (i.e. writing, review, or as a scaffold for an assignment). Word wall ideas for remote learning are:

Create a dedicated location in your classroom (or classroom website) to display vocabulary from the current lesson and unit.

The size and color of fonts and virtual backgrounds are chosen to enhance visibility, not create "visual noise" that detracts from students' ability to locate and see displayed words.

Avoid busy patterns and small and light-colored fonts (i.e. yellow) to maximize displayed vocabulary.

Use a digital "Word Wall" explicitly during a lesson as a scaffold for the assignment and to promote wordplay during Learning Activities.

Provide a consistent and easily accessible "virtual" location to display current vocabulary that is used by both the teacher and students in lesson instruction.

More Word Wall Ideas for Virtual Classrooms

Create a Concept as an editable (or fillable) PDF.

Try Google Jamboards, Milanote, Miro, or MindMupto virtually create and manipulate concept maps and other word clusters.

Dedicate a space on the main home page of your Google Classroom (or another LMS platform). Create a separate page for words as they are archived.

Flip your Word Wall activity to create a super-effective previewing strategy! Create an Advance Organizer for a unit (i.e. Student Learning Map) or a lesson (i.e. Concept Map) and use it to activate students' thinking prior to the start of a lesson.

Use virtual games for wordplay to provide students with multiple opportunities to interact with the words, and as periodic review to improve students' storage and retrieval of word meanings.

Interactive Word Wall Activities and Games
Primary: LINGO

Ask students to vote for words prior to the game. Digital Adaptation: Try dotstorming for easy card voting.

Provide students with a blank LINGO grid (may be a downloadable form or sent home as a part of a packet).

Students will practice writing each word anywhere they choose on the grid.

Shuffle index cards with the words and call the words one at a time.

Have students chant the spelling of each word and then cover it with an object. (Try Lima Beans as students may not be too tempted to eat them!).

The first student to have a complete row covered wins LINGO.

Students can clear their sheets and play again.

Intermediate: Scrabble Scramble

Digital Adaptation: Use Google Jamboards to create whiteboard spaces for your students.

Each whiteboard should have digital "Post-It" notes for each letter of the alphabet. Some letters may need to be duplicated.

On the first whiteboard, show students a scrambled up word from the concept map or one of your vocabulary clusters.

Give the definition of the word or create a story passage about the word.

Students take turns unscrambling the words, that is, moving the letters until they correctly form the word.

Check students' thinking by viewing everyone's Google Jamboard by viewing the expanded frame at the top.

Unscramble your word on the first whiteboard to show students the correct answer.

Secondary: Possible Sentences

Give students a word bank of words to choose from, and ask them to use some of the words to create possible sentences, predicting what will be learned that day.

The teacher displays and discusses the meanings of six new words critical to the lesson.
persecution / famine / scarcity / prosperity / migration / exodus

The teacher adds four related words that are familiar to most students to the above list.
homelands / agriculture / survival / poverty

Students work in collaborative pairs to look for words that are connected and create sentences before reading the text.

Digital Adaptation: Try it with Padlet. The board can be organized as columns to cluster words and provide a place for the students to post their Possible Sentences.

Want more ideas on how to redesign your current vocabulary activities and strategies for your physical and virtual Word Walls? Join us for our upcoming Effective Vocabulary Instruction Training of Trainers Virtual Institute. Contact us today for a quote.

# data[].attributes.attachment_link.title
Word Wall Ideas - Ready for an Interactive Classroom Word Wall Makeover?

# data[].attributes.attachment_link.description
Word Walls are organized collections of words placed on a wall or other surface in the classroom. They are excellent tools for building word consciousness in students through increased vocabulary interaction and social learning opportunities; especially as students make connections among important concepts and big ideas.

# data[].attributes.body
Michele Engelbach section 3
In the Video I observed the following strategies:
"I do":
1. Use of a Graphic Organizer to model "I do" strategy for her students using the "spoke Diagram"  This tool was used my the Teacher to model how she was comprehending the facts, main idea in the text.
2. "Think aloud"- in this she was inferencing from the pictures and text.  She was also using context clues and modeling her thinking while she was reading the passage to the students before they read it independently.  This technique teaches the students how to look for the clues they need to put on the "spoke diagram".
"We do":
1.  Partner reading: next she used strategies like "popcorn" or switched reading so each partner had a chance to read the text to each other and discus the reading in partners.
2. Checking for understanding (CFU) was used by the teacher in this phase by walking around the room and listening to the students discuss what was happening in the story.
3. Then she gathered the classes attention and shared what some of the students were thinking about the reading.
" You do":
1.  "spoke diagram" the students worked in partner to fill out their own diagram.  During this the teacher CFU by listening to the students thinking and walking around the class to observe what was being written on the charts was accurate, if it wasn't then she would intervene and guide their learning to understand the text more.

The scaffolding technique was "I do, We do, You do" as detailed above, she modeled, then added in the students to participate, then gave them the opportunity to show what they learned.
The Teacher used CFU through out the whole lesson.  ( see notes above)  The Teacher learned what the student understood from the lesson  objective, where their misunderstanding were, then she could decide if she needed to intervene to re-teach, clarify or guide the students to better understand the objective.

I noticed how she checked for understanding in all parts of the lesson, from the very beginning of direction giving and her '"think aloud" till the very end where the students were showing their "You do"

The link I liked was this visual from Impact Wales.  I liked the Two truths and Lie, and Traffic light assessment.  I liked how these CFU strategies are fun and get others to participate in like two truths and lie.  And I also love the self assessment activity for the Traffic Light assessment.  I have noticed that self assessments seem to be underutilized in the lower grades and I like how this activity makes easy to understand and quick way for the teacher to see how their students feel about the lesson and objectives.

# data[].attributes.wish_content.attachment_props.text
7 ways to check for understanding. Use our formative assessment strategies to build progress in your class.

# data[].attributes.wish_content.attachment_props.original_text
7 ways to check for understanding. Use our formative assessment strategies to build progress in your class. https://t.co/JIN5iY9ryN

# data[].attributes.attachment_link.embed_code
7 ways to check for understanding. Use our formative assessment strategies to build progress in your class. pic.twitter.com/JIN5iY9ryN
— Impact (@ImpactWales) December 8, 2019

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
7 ways to check for understanding. Use our formative assessment strategies to build progress in your class. https://t.co/JIN5iY9ryN

# data[].attributes.attachment_link.metadata.attachment_props.original_text
7 ways to check for understanding. Use our formative assessment strategies to build progress in your class. https://t.co/JIN5iY9ryN

# data[].attributes.attachment_link.metadata.attachment_props.text
7 ways to check for understanding. Use our formative assessment strategies to build progress in your class.

# data[].attributes.body
After watching this video I noticed that the teacher heavily stressed the I do, we do, you do strategies. She modeled what she wanted her class to do as she read to them so that way they could see what a good reader does when coming across new information.

For her, I do I liked that she read the story first to get her thoughts on the chart and said what she was thinking out loud so the students would know exactly what is going through her head. Then she re-read the story a second time to pull information and start sorting through all the facts. This is exactly what she wanted her students to do for future tasks so she took this opportunity to model it for them.

When she was ready she lead them in the we do. She had the class in groups and had them create their chart of what they thought was important from the text. This allowed the students to work together and discuss as peers. The teacher said when the class is working is she never sitting down, she takes this time to walk around and make sure that all students are understanding what is going on. The teacher brought the class back together and they made a chart together to pull all of their ideas together as a class. This allowed the students to share what they felt was important.

For the you do, she gave them a new article to read and create a chart since she just walked them through how she wanted them to work and how she wanted them to think. This allowed the teacher to see what students understand and what students do not understand. The teacher was still walking around listening and helping students if they needed it.

This teacher did use scaffolding in this lesson. She started reading she was having them look at pictures and pointed out things that they should look for and be aware of when reading. She also did a think-aloud and had them read with a partner to share their ideas about reading. This was giving the students the tools for success so when they were ready to read on their own they could build off previous knowledge that she taught them. When the I do was taking place she was creating building blocks they could use as stepping stones when it was time for them to do it on their own.

This teacher uses different ways of checking for understanding, she uses pair-share, classroom discussion, group monitoring, asking students if they agree/ disagree, and finally being able to look at the charts that the students turn in. The information that the teacher will learn from checking their understanding is that students are understanding the text and able to organize the information they learned in a chart-like fashion. The teacher will also be able to see that students can pull the main ideas from texts and think critically about what they just read. She will be able to see overall who understands the lesson and who does not.
Another strategy that I noticed the teacher was using is being that guide on the side, I really like that once she provided the students will the information she really let the students take the spotlight and let their brilliance shine through.

A strategy that I am sharing dealing with scaffolding that we did not learn about is doing a fishbowl activity. This is a unique activity where half of the class is talking and the other half is listening, there are many variations that can be done with this activity. I like this strategy because it gets kids talking that may not usually talk and get kids that may usually do all the talking to take a step back and listen. I feel as though it is important for everyone's voice to be heard in the class, not just the same three kids that are raising their hands.

https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl

A strategy that I am sharing about checking for understanding is the 3-2-1 method. the student writes down three things that they have learned in the lesson two questions they still have and one part of the lesson that they enjoyed. I like this for many reasons, first because it is private between the teacher and the student so the student can be honest and not be embarrassed to say that they do not understand something. Secondly, it is nice to hear what they liked about the lesson so the teacher can keep all the kids engaged in future lessons. Lastly, it is good to hear from the student what they still have questions on so the teacher can address them to clear up any confusion.

https://www.facinghistory.org/resource-library/teaching-strategies/3-2-1

# data[].attributes.body
In regards to strategies noted I saw the following:
I do, We Do, You Do Strategies
• She began by modeling herself reading the text and things she herself would note down is she were to be doing the assignment. She does the same when Creating her Spoke chart, showing what information she would write down and why.
• For her We do she has students work in partners reading the text as a team and working to note and analyze the text as she has already modeled. In regards to spoke charts she again has students working in groups to create their own spoke charts based off of the text they have read. Not only working and monitoring her students as she walks around the classroom but checking for understanding as she goes. Asking guiding questions on why they chose that specific topic or why they feel it is important. She also brings the class together to create a class spoke chart allowing her to gage if her class has absorbed the content.
• Last is you do where she instruct her students to now work through a new text piece that is at their reading level. Students have been guided through the process twice not and actively engaged through out meaning that their ultimate test is to see how much is absorbed. Can students read and analyze the text on their own. Did students learn the basic format of a spoke chart. Can students identify and connect the main ideas of the text and place them into this chart? Does it make sense?
Scaffolding of content Strategies
• First lets look at pictures, then we can build onto that with text, who is the text begin written for, what is this text telling the reader now, finally what have we learned from this text. Building the content one on top of the other, if students cannot take notice of pictures than we cannot move forward with the text, etc.
• Guided reading
• Partner Reading
• Group project before individual projects
• Providing an example to be referenced
• Providing guiding questions and content words to look for

Checking for Understanding Strategies:
• Classroom discussion
• Group monitoring
• Visuals/Mapping the text
• Agree/disagree?
• Formal submissions of individual spoke charts

Check for Understanding Learning:
• Student understanding of the text
• Are students following the lesson
• Can they identify between main ideas and details
• Can the organize ideas and thoughts
• Are students absorbing the text

Other Strategies Noticed:
I noticed her use of color, all student diagrams as well as hers were specifically done in color, each mean idea and its details done in 1 corresponding color to identify it as connected.

Links to Share:
Student Dictionary Print Out
Vocabulary Strategies

About:
I have included 2 links in this post as one reflects some strategies for implementing vocabulary in the classroom. I am observing and hoping to be teaching in a DLI classroom in the future therefore acquiring and understanding language is at the forefront when lesson planning. I have found that in my observations and experience students who understand the vocabulary often better understand the content. So I have chosen strategies to frontload vocabulary as well as included links to a free printable student dictionary that I feel can be useful/modified for all grade levels.