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https://medium.com/a-teachers-hat/contextualizing-learning-using-scaffolding-a6046434fc88

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I discovered that there are 3 main categories of scaffolds, materials/resources, student grouping, and instruction. Materials/resources would be graphic organizers, word banks, and visual aids. Student grouping is when students are paired together or in small groups. This could also be when the teacher is with a small group of students. Instruction can be with vocab words the student already knows and a reduction of modeling.

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I thought the section with Ms. Lawrence and her class was very interesting. I never realized that an ESL teacher would be doing activities relating to the community and daily life. She used the topic of littering and scaffolded her students into being able to write a paragraph using a graphic organizer.

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How do you address differences in culture? For instances, in some cultures certain hand gestures are not appropriate, but it is acceptable in others. We do not want the student to "get rid of" their native culture, but at the same time they should be aware if something is not appropriate.

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https://seidlitzblog.org/2019/12/18/teaching-techniques-to-scaffold-reading-for-english-learners/

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I discovered that scaffolding can look different for every student. Students need more of less support depending on their levels and the types of scaffolding that they need can be completely different. Scaffolding is something that needs to be tailored to each student in the class in order for them to succeed successfully.

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I really liked the very first scenario that Chapter 3 gives us with Mr. Lee's class. It is really important for teachers to know that supports can be given to students and everything does not need to be equal. Often people want things to be equal and allow students to be on an even playing field that the forget that some students start lower than others so they need that support to be brought up. I also really liked that he stood up for his decision. Often teachers just go with what administration tells them. He stood up for his students to ensure that they got the accommodations that they need.

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How do you give the students accommodations and the supports that they need without making them feel out of place? I am worried that these necessary supports will draw attention to them. Also how do I explain to the other students that they do not need these same supports?

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I discovered that using realia in a lesson is a great technique to activate prior knowledge and build on learning throughout a lesson. This is a hands on and real life experience that may be more effective than pictures or reading about materials.

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I thought that the pages discussing scaffolding materials in Chapter 3 were interesting. Specifically referring to the paragraph on using English/Bilingual dictionaries was interesting because typical dictionaries that we use on our day to day, would not be an effective tool for ELLs. They may not understand the definitions or even be able to find the words in the book. This helped me understand the importance of knowing how to use materials and why some may not be as effective for every student.

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In the intro video, you discussed how most students may not need to learn basic skills and concepts, just English phrasing, If they have not developed these skills, how would you go about teaching them?

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https://www.mshouser.com/teaching-tips/8-strategies-for-scaffolding-instruction

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I discovered that there are three different categories of scaffolds. The three categories are materials and resources, instruction, and student grouping. Learning more about the various categories of scaffolding is beneficial for both educators and learners. Knowing which scaffold is beneficial for a particular instructional task can best support the needs of EL students. Materials and resources would include graphic organizers, visuals, and dictionaries or glossaries. Instruction would include repetition, paraphrasing, and instruction of background knowledge. Lastly, student grouping would include structured pair or small-group work.

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https://link.springer.com/article/10.1007/s11251-015-9351-z#Sec34

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Something that I discovered this week in chapter 3 is that there are three different categories of scaffolds. These categories are materials and resources, instruction, and student grouping. Scaffolding is not one size fits all and sometimes certain categories of scaffolds may not work for specific students. When planning a lesson, it is important to know your ELL students and take into consideration the language demands of the lesson that is going to be taught. When doing these things, a teacher can then effectively and appropriately select materials and teach the lesson to reach ELL students.

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Cognitive skills (reading, content knowledge, abstract thinking, and problem solving) students have from their Native language can transfer to their second language, but do not do so automatically. They need to be teacher guided to help reinforce those skills and show how they are in their second language. This is done by scaffolding, prompts, and reminders. Scaffolds are grouped into three main categories of materials and resources, instruction, and student grouping. It is important to use the appropriate scaffolds and use different scaffolds during different types of proficiency levels.

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I enjoyed reading about the scenario about Ms. Lawerence's class. I thought it worked very well how the teacher began with allowing the students to choose an issue to write about. I think too often educators place students in a box and only allow them to work on what the educator wants. While Ms. Lawerence is selecting the overall theme, I feel like giving the ESOL class some independence would make them more motivated to work. She eventually scaffolds them to the point where the students are able to effectively use a graphic organizer to write a paragraph.

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When reading chapter 3, I enjoyed observing through the text different classroom scenarios that require scaffolding, and reading about how a teacher adapted her instruction. Particularly, Ms. Olsen and scaffolding her unit on immigration. I learned that it is possible to scaffold instruction even when there is a wide range of ELLs in one class. She had students all doing the same thing for part of the lesson, and then scaffolded as necessary for her beginners, low intermediates, and high intermediates. Even when students have different levels of proficiency, they can all benefit from scaffolding one lesson different ways to meet their specific needs.

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Teachers need to be very active in the way they teach to help English Language Learners flourish. It is important to use different scaffolding techniques and to always openly being advocating for effective instruction. ELL's should have the availability to access content just like non ELL students do. This means teachers should use the supports they have to make the correct scaffolds for students like scaffolded lesson plan checklists and available resources provided to them by the school. A teacher needs to know her ELLs and develop lesson planning around them to help them get the most information as possible from a lesson.

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https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DRUzMkLK4XbI&psig=AOvVaw00-cDiEJogOCEg4csi3pLq&ust=1633616533226000&source=images&cd=vfe&ved=0CAgQjRxqFwoTCPDmoID-tfMCFQAAAAAdAAAAABAR
The image shown above that I found for scaffolding really stuck out to me, as it clearly explains many ideas about the technique of scaffolding. I like how visual and colorful the image is, and how many details and boxes that it includes too. This is important as it gives teachers much information about the technique of scaffolding that they are able to use in the classroom to benefit their students. As result, the link where I found this image is included below. It is actually taken from a video on this topic that is on YouTube.
https://www.youtube.com/watch?v=RUzMkLK4XbI.

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How can you ensure scaffolding is working effectively in a small group setting? If students are at different levels of learning, I feel like it would be hard on the teacher to be sure you're giving the right amount of scaffolds for each learner.

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How do you know when to gradually remove scaffolds for your students, and how do you do so while still keeping the structure remaining? Also if you remove a scaffold and the child continues to struggle, how do you add a scaffold back without making them feel less confident in themselves and their work?

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From reading chapter three in our course textbook, I was able to discover three different instructional practices that can be used in order to scaffold learning for students in the classroom. These include the ideas of preteaching academic language and vocabulary, providing concise background knowledge, and the use of language with specific tasks. Out of all of these, the one that I found the most interesting is teachers being able to provide students with the appropriate background knowledge of the topic that they need before teaching the lesson plan to them. This is critical because students need to be able to access their previous learning and experiences and see how that relates to the new information. With this, there are a variety of steps that teachers can take for this as a way to ensure that students are getting the most background knowledge that they need in order to learn and succeed.

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From reading chapter three in our course textbook, I was able to make an observation about what I learned, and it includes the following information. It was important that the textbook explains how collaboration can be a role in scaffolding instruction for ELs in the classroom. With this, I observed how a content area teacher and an ESOL teacher can work together and in the lesson planning process, as a way to benefit the students and have them learn the most. In the example that was provided in the textbook for this idea, I was able to read and observe how a science teacher and a EL specialist were able to plan a lesson together, where both of them had their ideas to share about the topic. It worked out well as they might have been able to think about ideas collaboratively, in which they might not have thought about if they were working alone. The example mentions how they gave their ideas on how to best teach the lesson plan and provide the most instruction to the students too.

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One question that I have after reading through this chapter in the course textbook includes the following. Is it more beneficial for the students to receive scaffolding in whole group instruction or small group instruction, such as in pair work or small group work? For example, are students to learn more out of the lesson plan if it is a small group instruction instead of a whole class approach? Or does it depend on the learning needs and abilities of the students and the content that is being taught to them?

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Referring to the chart in the introduction video that has quadrants A, B, C, and D: How long should instruction take place in each quadrant? How long does it take for ELL students to be able to handle instruction in each quadrant and then move on to the next?

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https://www.google.com/url?sa=i&url=https%3A%2F%2Fmedium.com%2Fa-teachers-hat%2Fcontextualizing-learning-using-scaffolding-a6046434fc88&psig=AOvVaw39-XSjgmDaN0b8-8eHEz7J&ust=1633619075861000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLCLgbiHtvMCFQAAAAAdAAAAABAJ

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I have discovered that realia uses three different categories of scaffolding. Those three different categories are materials and resources, instruction, and student grouping. I noticed that to every student scaffolding is different to each of them. Realia is a great way for students to think about their past knowledge and build upon that.

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https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DRUzMkLK4XbI&psig=AOvVaw2-sCVmN-aGYK7_3LYTPLox&ust=1633620383691000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCPjP4raMtvMCFQAAAAAdAAAAABAP

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I have discovered much about realia. Before this week, I had never even heard of the concept. My teachers in high school would often bring in objects as visuals when teaching, but I never knew that it had a specific name.

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Something that I observed was the scenario in Chapter three with Ms. Lawrence. She focused on activities that were creative, fun, and engaging for the students. I also noticed her expert use of scaffolding and graphic organizers, which is one of my favorite ways to help students organize information.

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After reading chapter three in our course text book, I really enjoyed reading about Ms. Olson's Class about scaffolding a unit of immigration. Ms. Olson begins explaining that there are not many EL's in her classroom, therefore, her class has a range of beginner to higher intermediate students. She was able to realize that her students benefit the best by having the text chunked into short segments. This allowed for all of her students no matter their standing to be able to work on the same thing. She was then able to scaffold to the students by where they were, lower and higher intermediates. Ms. Olson does a great job on her lesson for the students being able to learn something no matter their standing.

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How do you implement effective scaffolding for students in the same class who are at many different levels of learning? Would you have to have different scaffold for each student?

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One question I still have after reading through chapter three, if I think someone is a lower intermediate and I try helping them, and they are a higher intermediate, will they think that I am making them seem lower of themselves?

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I have discovered that using realia in the classroom and in a speech therapy setting is a very useful way to aid students. Realia is able to be used as a conversation starter in the therapy setting. When a child or student is able to visualize an object that they are able to relate back to their personal life, it can spark useful conversation. I have never heard the term realia until this lesson, so it interested me that it is a widely used term to aid in classroom and therapy learning.

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When using scaffolding in a classroom most students are at different academic levels, so different scaffolding may apply to each. Is it better to use scaffolding in smaller group settings rather than a large classroom? Or is scaffolding able to be used effectively in larger groups of students too?

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The first scenario in Chapter 3 with Ms. Lawrence interested me in the way she used scaffolding with her students. I enjoyed how the teacher used the topic of littering to help them develop an idea web on the effects of littering in the parks. By using the graphic organizer the students are able to visualize the key components of littering. The Teacher then modeled how to transfer the information from the organizer to a well written paragraph for the students. The modeling is a form of scaffolding that the teacher used to help demonstrate to the students how to transfer the useful information to a well written paragraph.

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I have discovered the use of realia in the classroom. This technique uses real life examples/visuals to help aid the students in understanding the particular content area. It has the capability to invoke a deeper understanding and allow the student to absorb the knowledge a little easier. If they are able to relate what they are learning in school to their everyday lives, it will pop up more often than not. That repetition may get the student more interested in the topic. Using realia in the classroom will definitely help with student engagement and learning.

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One observation I made was in chapter three when viewing good scaffolding strategies and instructional materials. Some of these included modeling, graphic organizers, reading out loud, and using an ELs first language. These are meant to be supports for the students' learning. I realized that many of these materials were some of my favorite ways to learn as a student. These also helped me the most in remembering content.

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As a teacher, how can we create scaffolding activities that accommodate to each student? Should it turn into more individual work? Many classrooms have different levels of academic, social, and linguistic proficiency. Learning is often not unanimous.

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I discovered the importance of using realia in multiple learning settings. Realia can help students make connections and relating learning to their own lives. It can spark significant milestones and realizations. I appreciate that it can be used in the classroom and therapy settings. I have never heard of it before this lesson, I am excited to be able to apply it to therapy session in the future.

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How do you implement scaffolding with a student who doesn't want to learn? Scaffolding seems to mostly be effective when the learner is willing to learn and grow. How can we combat this challenge?

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Something that really interested me was using and teaching in a way that is engaging and exciting is a form of scaffolding. I have never thought about it that way. It is also important to recognize the more physical types of scaffolding such as graphic organizers, modeling, and reading out loud. It is important to note that these strategies can be used in the classroom and the therapy settings.

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I discovered that scaffolding needs to be catered to each and every student's unique needs. To support each student, teachers need to assess where they currently are and how they can be pushed slightly out of their comfort zone.

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I thought learning how scaffolding can be used for ELLs specifically was very interesting. It may be more difficult to evaluate where a student is currently with severe language barriers, but once you see where the student's understanding lies, the teacher can see how to support and challenge the student.

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How can we support and challenge each student in a large class? How would we go about planning lessons that can still be catered to each individual student?

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https://wida.wisc.edu/sites/default/files/resource/FocusOn-Scaffolding.pdf

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One way to provide scaffolds for ELLs is to use English and/or bilingual glossaries. These have easy and simple definitions as well as pictures to show the meaning of the words. It is important that the ELL students are able to identify and define words they may not know so they comprehend what a sentence means. Teachers can encourage students to use this glossary if they come across this word and draw a picture above the word that represents its meaning.

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What information do I need to know about ELLs in order to support their learning?  How will I assess their learning if they do not speak English?  How do I provide the correct scaffolding to a child who doesn't know any English and still manage scaffolding the rest of the students?  How do I make learning equitable for all students based on the time I have to devote to each student?  Can I request an aide in my classroom to assist with managing my classroom as I work 1 on 1 with the ELL student?

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If children are on varying levels of English proficiency in the classroom, focus on 1 our 2 strategies that would benefit and support all of the students.  These are the following steps to plan instruction using scaffolding for ELL learners: (pg. 70)
1. Know your Els
2. Analyze the language demands of the lesson
3. Plan your lesson
4. Select and develop appropriate materials
5. Teach the lesson, adapting scaffolding and materials as needed.

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During my chapter 3 readings, I discovered that there are three different categories of scaffolds. These categories include materials and resources, instruction, and student grouping. Not all of these categories will work for all students. All students learn differently and need different types of support. When lesson planning, it is important to use the best type of scaffolding that fits each ELL student.

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I discovered that Realia is a very important tool to use in the classroom/ speech setting as it uses knowledge that the students already know to begin their learning journey. I find it very interesting that the concept can be personalized to each student/client in order to work on all specific needs because everyone learns differently.

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In Chapter 3 of the text, I specifically paid close attention to the classroom scenario of Ms. Lawrence. I really enjoyed the way that she went about things during her lesson. As a student who has always learned better by using creative ways such as graphic organizers, I believe any type of graphic can be very useful in understanding of how ideas can be compared or related to one another.

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I personally love the idea of scaffolding and being able to cater to everyone's needs but how can a teacher or SLP take a step ack and make sure everyone is taken care of but also make sure that they have not overwhelmed themselves with may different concepts in the process?

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While reading chapter 3, I observed the variety of different scenarios. Each scenario required some sort of scaffolding, as well as how the teacher adapted lessons. The one scenario with Ms. Olsen I enjoyed. She was able to work with different ELL students on all different levels. She planned her instruction to have different types of scaffolding to fit each students needs.

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After reading chapter 3, one question I still have is how can scaffolding be used in a large group setting effectively to fit all students needs? Is it better to use scaffolding in small group instruction?

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I discovered that there are many more scaffolding tools than I realized. Dictionaries can be a helpful scaffolding tool, when used correctly. When a student does not have literacy in their native language, but has literacy skills in English, a dictionary can be a great support tool. It's also important to give clear and concise background knowledge when going into a lesson. These were things that sounded very simple, but I had never really thought of.

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One observation I made was that scaffolding doesn't always happen in the classroom. How you plan your lessons can be a form of scaffolding. Getting to know your Els, analyzing the language demands of the lesson, and planning it while selecting the appropriate materials, is going to make the students successful int he classroom. Going into the lesson knowing what scaffolds should be used and what to incorporate to enhance students' learning, is a form of scaffolding in itself because without that, the students may not get what they need out of their learning.

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How do you choose the right scaffolds for each individual student in a large classroom? In a classroom of over 25 students, it may not be possible to see each student individually to give the appropriate scaffolds. A better question may be: How do you choose scaffolds that will benefit the entire classroom?

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I discovered that there are three different instructional practices that can be used to scaffold learning for all students. The one that I found the most interesting was that the teachers provide students with a ton of background knowledge before introducing their students to a new topic. This is such an important aspect to be a teacher, so that students are able to make connections to what they already know. I think this is why I found this aspect so interesting and so important for student success in the classroom.

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After reading chapter 3 of Unlocking English Learners’ Potential, I discovered that a scaffold is support that a teacher provides to a student that is temporary and aids the student in being able to perform a task that otherwise he/she would not be able to complete alone. The three categories of scaffolds are materials and resources, instruction, and student grouping. Scaffolds in materials and resources may include graphic organizers, glossaries, dictionaries, home language materials, sentence stems, sentence frames, paragraph frames, visuals, word banks, and word walls. Scaffolds in instructional practices may include pre-teaching content specific information or vocabulary, concise teaching of background knowledge, or reducing linguistic load. Pair work and small group work can also serve as forms of scaffolding.

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After reading “10 Fun Ways to Use Relia in the Classroom,” I observed the importance of using relia in the classroom because it allows students to make learning more memorable and create connections between objects and vocabulary. Relia allows students to recall information more easily and can include household objects such as a chair or other objects such as a brochure.

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One question I had was, “Should English Language Learners in the Entering WIDA Performance level be given activities that are only cognitively embedded and cognitively undemanding, or should cognitively undemanding tasks be mixed with cognitively demanding tasks?”

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While reading through the book, my favorite part was the chapter with Mr. Lee. I really enjoyed reading through Mr. Lee’s class scenario. I like how he stood up for his decision. Mr. Lee made sure his students got the accommodations that they needed to be successful in his classroom. I really like how everything does not need to be equal. Learning should be tailored to meet the needs of all students, not to be equal but to be fair for each student.

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One question I still have is, “Is scaffolding more effective in large group instruction or small group instruction? What seems to work better?”

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The first thing I discovered was that you can use graphic organizer to support ELs in a variety of ways, including helping them to organize new information and verbalize the relationships between concepts. Although, graphic organizers most likely need to be used in conjunction with other scaffolds, especially for ELs at a lower proficiency levels. In addition, bilingual glossaries can be an effective scaffold because they can include student-friendly definitions of key terms and visual representations of each word.

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When reading this chapter, I really enjoyed reading Ms. Lawrence's way of teaching. She creates a web with her class based off the problem their talking about, and then has the students explain why littering is an important issue to their community. Once they have collaboratively developed the idea web, they use that graphic organizer to write a paragraph. By doing all of this it helps them collaboratively work together to complete a task. This helps them understand the topic more by talking to their classmates and teachers.

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My question is how do you scaffold a learner who does not want to learn? What do you do if they are still resisting your teaching methods, and you feel like you cannot help them?

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I discovered that there are 3 different types of scaffolding. These 3 different types are sensory, interactive, and graphic. sensory scaffolding was interesting to me because it uses videos, pictures, real life objects, etc. I like how teachers incorporate that into lessons because it can be more fun and interesting to students who aren't so social, with the interactive part of scaffolding can be fun for certain kids but not all, and the graphic part has lots of information but can be confusing to some. all types are helpful but I think it depends on what kind of learner you are.

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I discovered during the chapter 3 reading that there are specific steps to take while planning to scaffold a lesson plan. The first place to start is to know your English Language Learners. To scaffold during the lesson you need to know their educational backgrounds to be able to provide what they need. Once you know the students, you need to analyze the language demands in the lesson. Being aware of the content language in the lesson helps narrow down the most effective scaffold. these both go into planning the lesson. Once the materials are gathered for the lesson, it may be taught and adapted as it goes on.

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When reading chapter 3 in our textbook I really enjoyed Ms. Lawrence and her classroom situation. I really liked how she put together her lessons and made it so everyone could participate. She used a graphic organizer for her students to fill out. She had a great way to teach scaffolding and using the graphic organizers is one of the ways of scaffolding, she kept the lesson fun and interactive for the students

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I observed the benefits over using realia in the classroom. Although when introducing a content related subject, students may know of the vocabulary related to it, they might not have enough background knowledge to get them through the lesson. Using real objects helps the students understand more in-depth what an object is by seeing it, moving it, or using it. It also confirms that the whole class now has at least a general understanding on what is being used in the lesson.

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One question that I still have is, Can every form of scaffolding work on the same child? I know that every child learns differently and one form can work better for them than the others, but can they learn them all and can it still teacher them what they need to know?

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One question I have is if while providing scaffolds, even while slowly backing away, if students can become dependent on this support. If they are capable of completing the activity without support, can they hold themselves back by requiring more from the teacher?

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https://www.weareteachers.com/what-is-scaffolding-in-education/

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In my prior knowledge, and the research from this class, I learned that scaffolding is different in all classrooms and for every student. Not every student needs the same scaffolding, so it is up to us as teachers to decide what support and building foundations that they may need, and help them to build it up with our scaffolding processes. These processes will vary across the board, but will ultimately be used for the well being and knowledge of the students.

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One thing that I observed in the reading of Chapter 3 was that scaffolding does not have to be cut and dry learning. It can be done in any form you would like to do it, as long as it is helping the student to grow and form their education. It can and should be a fun and engaging scaffolding, so that students can use classroom activities to build their skills and scaffold without even thinking about the fact that they are strengthening their minds. Students should be more focused on the fact that they are enjoying an educational activity, rather than just drilling knowledge into their brains through lectures and worksheets.

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Is there ever a point in which the scaffolding should be removed, or should we just keep adding to the scaffolding until they are out of our classrooms? Or is it that we should just scaffold for every new learning objective, remove the scaffold, let them try, then move to the next objective?

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Before this week, I feel like I had an idea of what scaffolding is but was not sure of the actual process. With my major and concentration in science, scaffolding plays a vital role in connecting the different areas. By now knowing more about scaffolding I can use it more efficiently in my classroom.

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http://www.louisapenfold.com/scaffolding-zone-of-proximal-development/

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While looking through the materials, I liked Mr. Lee's classroom scenario most. This is because most teachers and educators are more worried about making everything equal in the regards to students. When in reality, this may hurt students because it may be too much for one student but too laid back and less challenging for another.

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One thing I discovered from the reading was the fact that there are multiple components to scaffolding. Materials/resources would account for graphic organizers, dictionaries, and visuals. In other words, any object used to aid a student in their learning. Another category is instruction. This includes vocabulary, background knowledge, and reduction of modeling. The final category is student grouping which refers to the learners being put together into small groups to help each other with their knowledge.

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One thing I observed from the reading is that in order to use scaffolding to it's highest potential, teachers must know their EL's backgrounds, strengths/needs, an understanding of linguistic demands, and a determination of which scaffold will help the child succeed the most.

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I discovered instructional practices that can be used for scaffolding. The pre-identification and pre-teaching of content-specific academic language and vocabulary is component of effective instruction for ELs. The concise instruction of background knowledge can be an essential scaffold to support ELs in learning new content and engaging with complex texts. Also the use of language with a reduced linguistic load, repetition of key ideas and instructions, paraphrasing key concepts, and modeling can also facilitate ELs in more effectively engaging academic tasks.

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What do teachers get out of using the scaffolding technique?