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Be on time, prepared & engaged

Student-Centered

Share your wisdom

Equity of Voice

Use asset-based thinking -- identify and reframe deficit thinking

Extend grace and mercy as we learn and grow together

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Modeling- Guide a whole class discussion about the problems they are working on, and be sure to use the vocabulary and language that you want them to use.
Manipulatives- Have students use manipulative to solve each problem whether or not they need it, so that they can visually see the concepts that they are attempting to explain.

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Concrete to abstract modeling and thinking can be helpful in scaffolding math.

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Concrete to abstract modeling and thinking can be helpful in scaffolding math.

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Using multiple ways of presenting a topic

think-pair-share

intervention small group lessons

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Step back to manipulatives, then pictures, then skip counting to reinforce multiplication.

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Going back to foundational skills using manipulative, repetition and strategy review in order to build the foundational skills for them

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Understanding connections between grade level standards & skills can be helpful in planning scaffolds for students.

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Understanding connections between grade level standards & skills can be helpful in planning scaffolds for students.

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My key take away from this task is that even if the data shows that the students are at at Mastery there are strategies to stretch your students by taking away some of the scaffolds & or increasing there DOK.

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Access prior knowledge such as the key vocabulary and learning experiences.  In muliplication students should know what skip counting in and how it models multiplication.
Create concrete models using the deconomial by partnering up and writing observations as they are related to their conceptual understanding of multiplication.

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Accessing the students' prior knowledge is key to their understanding of multiplication as successive addition, skip counting.

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You need to change the trajectory of student learning by using these scaffolding strategies or the children will not arrive on grade level.

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When 98% of students show mastery with scaffolding, the other 2% should be pulled for individual reteaching as the rest of the class is challenged in a new way. For example, this could include removing scaffolds to see how student mastery is affected with a new exit ticket.

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When 98% of students show mastery with scaffolding, the other 2% should be pulled for individual reteaching as the rest of the class is challenged in a new way. For example, this could include removing scaffolds to see how student mastery is affected with a new exit ticket.

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Group students by skills needed to personalize appropriate scaffolds.

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Allowing students to make connections (matching practice etc.) independently before creating picture models independently.

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Scaffolding is essential to ensuring all students access content and grow as learners

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Not all students need the same lesson.

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multiple means of representation can help deepen students understanding of content

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Reteaching is not an appropriate method of scaffolding unless another strategy or method is used.

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Reteaching is not an appropriate method of scaffolding unless another strategy or method is used.

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Important to take away some/all scaffolding if a majority are successful to see if they remain as successful.

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In order to determine appropriate scaffolds there is a need to observe and record data that gives us an idea of where students are in a given learning task.

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There are so many tools available that students can use to help them in solving problems. Scaffolding sets students up for success and can vary based on the given task.

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Task #2 Sage and Scribe (Kagan Structure) with those 11 students - involves discourse and explaining (conceptual understanding)

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Task #2 Sage and Scribe (Kagan Structure) with those 11 students - involves discourse and explaining (conceptual understanding)

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Students achieved 98% mastery using the following scaffolds: modeling, equations, explanations, intentional progression of problems, graphic organizers, and manipulatives

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Reteach (teacher reflection) Due to 50% of students not achieving.
Intentional stations
build vocab
anchor charts
I do, we do

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With the 2% use modeling and probing questions in a small group

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jig-saw enrichmnet
monitoring students in groups

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pictorial & concrete models
Intentional grouping
Multiple contexts

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manipulatives
area model
repeated addition
activate prior knowledge

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Think-pair-share
Frayer Model
Modeling

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If 98% of the students understand the concept then the next step is a type of optional discourse and to try a Jig-Saw activity. That way, the students who don't get it can not only learn from the other students but focus on the area where they struggle

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Scaffolding can be used as enrichment and reteaching 

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Scaffolding can be used as enrichment and reteaching 

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Scaffolds can consist of reteaching basic skills and strategies that can be used in higher levels of learning.

Ex: multiplication skills can be polished by using skip counting, manipulative, etc. so that students understand the how and then also work towards memorization of basic multiplication facts.

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Teach in sequential order to scaffold for more rigorous problems.

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Monitoring students in heterogenous groups for enrichment activities to identify students who need more opportunities for growth is key in meeting student individual needs.

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How to scaffold using a jigsaw through backwards planning to improve a student’s ability to multiple.

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50% are struggling during independent work

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50% are struggling during independent work

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Think-Pair-share-Pair a student with knowledge with student who doesn't; use exit slip

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Grouping students intentionally (using strong students to teach others)

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Grouping students intentionally (using strong students to teach others)

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Scaffolds don’t have to be crutches

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Concrete models are a wonderful scaffold

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Concrete models are a wonderful scaffold