# data[].attributes.body
I noticed the teacher in the video
- modeling the lesson, she demonstrated the concept and then allowed the students to try it themselves. She also read aloud to the class as a modeling and scaffolding technique, by point out key ideas and what is expected of them
-She used "I do, we do, you do" as a way to get students to participate and understand what is being asked of them. In this practice, she uses the concept of explicit instruction first, and demonstrates the diagrams and her thinking process. The "we do" the students worked in pairs to continue their reading and understanding. In the "you do" students were able to apply their learning
- constantly using scaffolding, breaking the information into small pieces so the students can understand
- constantly checking for understanding through simple discussion and direct questioning, as well as working with their partner. She can quickly understand if students are lost on the content or the directions of the activity . She also checked by having a class discussion and students were able to share their work

I added this 3 minute pause quick check for understanding, as it makes students reflect on their own learning. It can help them and you identify concern areas or things that just werent completely clear and need more attention. Students develop a better understanding of the content, because they are asked to use their higher order critical thinking skills

# data[].attributes.body
-Megan models what she is thinking which falls under the 'I Do' strategy of teaching.
-She is scaffolding by showing the students how to go about the learning process for the activity.
-Think aloud- 'We Do', Megan allows the students to read aloud and talk about the comprehension strategies they used. Allows opportunity for student thinking to stem off one another.
- CFU- Class discussions which allow students to discuss and respond to the teacher in order to check for understanding.
Independent work: creates a graphic organizer for students to use throughout their reading experience so that they can repeat the order of thinking needed for comprehension. Also makes their understanding more visual so that they can grasp the most important details

The link provided shows and explains both the importance of scaffolding as well as many strategies to do so. I really like how it breaks down the strategies to get a fuller and deeper understanding of how to scaffold properly.

# data[].attributes.attachment_link.readable_text
Scaffolding refers to the educational technique of delivering content gradually to support high-quality and organic learning. A teacher that scaffolds their instruction unfolds new material slowly and builds numerous supports into their teaching, moving on only when every student has reached comprehension.

The Purpose of Scaffolded Instruction

The goal of scaffolding is to meet students at their ability level and guide them to grow one step at a time. This learning follows logical patterns of progression and keeps supports in place until students are able to demonstrate proficiency without them.

Scaffolding should not be reserved for students with disabilities and English language learners -this practice is fundamental to all effective and equitable teaching. By layering new knowledge onto existing knowledge, students have stronger and broader foundations of understanding. Scaffolding provides more opportunities for accommodating students' individual needs along the way than more traditional teaching methods.

Strategies for Scaffolding

Scaffolding your teaching requires the use of many different strategies, all of which aim to make learning more meaningful and therefore more prosperous for students. Use these techniques to design supportive instruction.

Activate Prior Knowledge

Take advantage of what your students already know. Scaffold your instruction by reminding your students what they have learned and helping them fit new information into their brains by finding out what they already know about concepts you haven't taught yet.

Prior knowledge also includes a student's personal experiences and areas of expertise. Rather than ignoring differences between your students in an effort to level the playing field, draw on each set of unique knowledge to teach the whole class. Encourage students to connect learning to their own lives and share these connections with others.

Break It Down

Break new material down into bite-sized pieces and check in with students often. Scaffolded instruction should resemble a staircase where every new concept has its own stair. Rather than delivering complicated content all at once and testing for understanding at the end, give challenging concepts their own room to breathe and assess student progress as it is happening. Ask questions to make sure all students understand before taking another step together.

Teach Students to Learn (and Practice)

One of the defining features of scaffolded instruction is student-directed learning. Scaffolding emphasizes the importance of equipping students with tools that allow them to guide their own learning and giving them plenty of space to practice using them. Scaffolding makes the journey just as important as the destination

Give your students strategies rather than answers. Encourage them to practice asking their own questions, making predictions, and drawing conclusions and teach them that it's okay when they are wrong. Scaffolding allows students to take charge so that they are prepared to approach any problem, not just the one right in front of them.

Always show desired outcomes before students complete a task. "Show, don't tell," is one of many mantras that teachers who practice scaffolding follow. Help your students to see exactly what success looks like, whether that is a line of questioning they should follow or an example of a finished product, so that they have something to reference when it is time for them to independently demonstrate proficiency. Practice modeling thought processes, activities, and skills every time you teach new information.

Provide Context

Motivate your students and make information easier to understanding by providing its context. Front-load new topics with all the details necessary for understanding them. Students are too often asked to learn new material in a vacuum and then expected to apply it correctly but the best learning happens when teachers help students make connections and give big pictures and themes instead of seemingly unrelated pieces.

Some examples of helpful context include:

Timelines for historical events-teaching when things happened as well as what happened. This makes it easier to understand how events fit together.

Teaching key vocabulary terms before reading a text to boost comprehension.

Explaining the reasons for applying a mathematical strategy before showing students how to use it so they can practice applying it as intended.

Use Cues and Supports

Scaffolding is not possible without supports-take advantage of several. Visual and verbal aids and cues make information easier to understand, remember, and apply. Use organizational tools such as graphic organizers, visuals such as charts and photographs, and verbal cues such as mnemonic devices and chants as training wheels as students learn until they fully understand and no longer need these scaffolds. Good teaching is about making information stick, not drilling it and hoping that it does on its own.

# data[].attributes.attachment_link.title
17 Scaffolding Techniques to Use When Introducing a New Subject

# data[].attributes.attachment_link.description
Scaffolding refers to the educational technique of delivering content gradually to support high-quality and organic learning. A teacher that scaffolds their instruction unfolds new material slowly and builds numerous supports into their teaching, moving on only when every student has reached comprehension.

# data[].attributes.body
In the video, the strategies that I can identify the teacher, Megan Montgomery use include:
- Modeling: -Megan first uses the explicit instruction of "I Do", beginning with filling out the brainstorming graphic organizer to help guide her students towards the responses she encourages to see
-Thinking aloud: Megan also says aloud the methods she would like the students to use while reading.
-Shared Reading: The usage of the "We Do" in explicit instruction is part of this lesson, as the students sit with a partner and read, using the style of "popcorn" reading, choral reading, or silent reading, following a discussion of the text as part of the comprehension check. This is allowing both partners to have equal opportunities of reading and conversing about the text.
-Independent work: "You Do" is the last part of the instruction in which Megan has students work on their own to apply the strategies modeled previously.
-Scaffolding: Megan checks for understanding by observing the classroom, walking the perimeter of the tables, asking students open and closed questions to clarify any misconceptions they may have individually or in the group. When a student has difficulty with the think-aloud process, she actively listens to break down the understanding of the student to meet him and raise him to the standard of the objective.

The link I chose to post I find as an incredibly detailed resource that defines and breaks down instructional scaffolding, the types of scaffolding that can be created, and the ways to use its methods to improve learning.

# data[].attributes.attachment_link.readable_text
Fourth, the individual does it

This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly.

Types of Scaffolds

Alibali (2006) suggests that as students progress through a task, faculty can use a variety of scaffolds to accommodate students' different levels of knowledge. More complex content might require a number of scaffolds given at different times to help students master the content. Here are some common scaffolds and ways they could be used in an instructional setting.

Advance organizers - Tools used to introduce new content and tasks to help students learn about the topic: Venn diagrams to compare and contrast information; flow charts to illustrate processes; organizational charts to illustrate hierarchies; outlines that represent content; mnemonics to assist recall; statements to situate the task or content; rubrics that provide task expectations.

Cue Cards - Prepared cards given to individual or groups of students to assist in their discussion about a particular topic or content area: Vocabulary words to prepare for exams; content-specific stem sentences to complete; formulae to associate with a problem; concepts to define.

Concept and mind maps - Maps that show relationships: Partially or completed maps for students to complete; students create their own maps based on their current knowledge of the task or concept.

Examples - Samples, specimens, illustrations, problems: Real objects; illustrative problems used to represent something.

Explanations - More detailed information to move students along on a task or in their thinking of a concept: Written instructions for a task; verbal explanation of how a process works.

Handouts - Prepared handouts that contain task- and content-related information, but with less detail and room for student note taking.

Hints - Suggestions and clues to move students along: "place your foot in front of the other," "use the escape key," "find the subject of the verb," "add the water first and then the acid."

Prompts - A physical or verbal cue to remind-to aid in recall of prior or assumed knowledge.

Physical: Body movements such as pointing, nodding the head, eye blinking, foot tapping.

Verbal: Words, statements and questions such as "Go," "Stop," "It's right there," "Tell me now," "What toolbar menu item would you press to insert an image?", "Tell me why the character acted that way."

Question Cards - Prepared cards with content- and task-specific questions given to individuals or groups of students to ask each other pertinent questions about a particular topic or content area.

Question Stems - Incomplete sentences which students complete: Encourages deep thinking by using higher order "What if" questions.

Stories - Stories relate complex and abstract material to situations more familiar with students: Recite stories to inspire and motivate learners.

Visual Scaffolds - Pointing (call attention to an object); representational gestures (holding curved hands apart to illustrate roundness; moving rigid hands diagonally upward to illustrate steps or process), diagrams such as charts and graphs; methods of highlighting visual information.

Preparing to Use Scaffolding

As with any teaching technique, scaffolds should complement instructional objectives. While we expect all of our students to grasp course content, each of them will not have the necessary knowledge or capability to initially perform as we have intended. Scaffolds can be used to support students when they begin to work on objectives that are more complex or difficult to complete. For example, the instructional objective may be for students to complete a major paper. Instead of assuming all students know how to begin the process, break the task into smaller, more manageable parts.

1. First, the instructor provides an outline of the components of the paper

2. Then students would prepare their outline

3. The instructor then provides a rubric of how each paper criteria will be assessed

4. Students would then work on those criteria and at the same time and self-evaluate their progress

5. The pattern would continue until the task is completed (although scaffolds might not be necessary in all parts of the task)

# data[].attributes.attachment_link.title
Instructional Scaffolding to Improve Learning | Center for Innovative Teaching and Learning | Northern Illinois University

# data[].attributes.attachment_link.description
Similar to the scaffolding used in construction to support workers as they work on a specific task, instructional scaffolds are temporary support structures faculty put in place to assist students in accomplishing new tasks and concepts they could not typically achieve on their own.

# data[].attributes.body
The strategies I noticed in this video are
-Modeling: the teacher began the lesson by modeling to the students what and how they are going to be doing.
-Think out loud: the teacher modeled her thinking process out loud in order for the students to hear how their thinking should also sound when they are doing the assignment.
-Explicit learning: The teacher demonstrates scaffolding strategies by following the “I do, we you, you do” model. For the “I do” part the teacher explained the lesson and showed the students what they are going to be doing and how. For the “we do” the students were able to talk to their partners to discuss while the teacher provides guidance. For the “you do” section the students work independently. This also gives the teacher the opportunity to see who understands or does not understand the lesson.

The link I added provides different types of strategies to check for understanding. I think having different strategies help educators because they are able to assess students' learning. I like how each strategy is clearly stated which makes it easy to follow along and are suitable for any grade level.

# 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
The teacher in this lesson used some scaffolding examples that are shown in her work with spoke diagram, the I do you do method and using a think aloud method.  The teacher establishes the I do you do method when she shows the whole class how to do the work before allowing them to accomplish it on their own. I feel like I am pretty familiar with this method as I use it a lot when I'm coaching volleyball. It is probably the most effective method. After she had done the modeling and the students were off working on their own in groups, she was able to walk around and assess where the students were each at in their understanding of the material. Assessing how much your students understand what you're trying to teach them can be difficult but I think this method keeps it simple and easy.
The link I wanted to use shows an array of examples you could use to check for understanding. I think its' important to always mix up the way you're going to asses their understanding so they cant cheat the system. I think the most interesting idea was the one of "turn the tables" in which the students create their own set of questions they could ask you about. For this to work you need to be well versed in the subject matter though.

# data[].attributes.attachment_link.title
8 Ways to Check for Student Understanding | Teach For America

# data[].attributes.attachment_link.description
Compelling explanations on complicated topics may result in some engaged, nodding heads from your students, but overall class comprehension can sometimes be difficult to measure. There are several ways to be assured your students are understanding the information you’re delivering. (And they don’t r…

# data[].attributes.body
Megan discusses strategies like think out loud, “I do, We do, You do”, and Spoke diagram. She starts her lesson what we “know” by completing a picture walk through. At this point in the lesson, I thought about a k-w-l chart. Modeling the strategy think out loud is demonstrating what we want as a reader the students to be thinking in their head. The Spoke diagram was a new strategy to me. When I saw they image in the video I was able to make a connection to a different web chart I was taught as a student. As educators, strategies can be simply given to the students to use in a text, but they can sometimes walk away from the lesson and not understanding how the how the text fits into the diagram (spoke diagram) and when it is appropriate to use certain strategies.

-       Megan asked students to practice the strategy taught for the day

-       Start with scaffolding

o   Start with a think aloud “I do”

o “We do”

Sit with a partner and read (popcorn style, coral read, in their head, talk about the comprehension strategy & complete together – important to be verbal and bounce ideas off each other

Come back together & share

Teacher: Identify any misconceptions that they may have or the way they are thinking so we can make sure they are on the right track

o   “You do”

Teacher lets them off on their own so they can try to apply the strategy on a text that has as appropriate level for them.

Goal: spoke diagram is a way to help them organize the text in their head so they can get all the information that they need to out of their textbook. It is important for them to see what the educator has done and then work on their own using the same kind of thought pattern to comprehend the text.

This strategy will hopefully help the students become better readers and writers. Teacher should intervene and guide students in they into the way we want them to be thinking. Successfully being able to use the strategy makes the text more accessible and visual for them.

The link to the website I shared are 21 quick easy ways to check for understanding some might be familiar to us while some may be new. Each have a quick description on how to accomplish each one.

# data[].attributes.attachment_link.title
21 Ways to Check for Student Understanding

# data[].attributes.attachment_link.description
Discover 21 effective methods to assess student comprehension with our comprehensive guide. Enhance your teaching skills and improve student learning outcomes.

# data[].attributes.body
Some of the strategies I identified from the video in the social studies lesson are when Ms. Montgomery the teacher used the spoke diagram to help students follow along and visually see what she was explaining. As well as modeling what students are thinking. "I do one, you’ll watch strategy". Also, explicit instruction scaffolding model “I do, We do, You do”. The teacher uses scaffolding she starts with the think aloud “I do”, then with the “we do” they sit with a partner and read popcorn style, choral reading or read in their heads and they talk about the comprehension strategy and completed together to bounce ideas. After the “we do” they come together to talk about any misconceptions the student has. The last part is the “you do” were the teacher lets student on their own to apply strategies. Ms. Montgomery checks for understanding by asking students open and closed questions. She walks around the tables to do this. They also share after the “we do” so she can clarify any misconceptions they have as a whole class. When a student has difficulty with the think aloud process, she tries to listen to them because a lot of times when she truly listens to them, she could understand where their thinking is breaking down. When students are working, she’s never standing still she’s always walking and checking on students to see what’s working and not working. This helps her intervene and guide them the way she wants them to be thinking (CFU).

I chose the image for my post because it gives different examples of scaffolding. It also explains what EL’s can do with the strategies.

Monica Fernandez Samano

# data[].attributes.body
Bianca Lopez

Strategies used:
-I do, we do, you do. She reads to her students and shows them diagrams. They are able to hear and visually see how they can be organizing their thoughts. She always them to get together to use each other as resources as well. She points out a topic a student picked up and shares it with the class. She checks in with the class and wants to see if they are understanding the concept. Do they need further instruction or how can she help make sure the students are grasping the lesson well. She will walk around to make sure students are understanding and if she sees that they are not she tries to guide them the way she wants them to be thinking.

I feel extremely lucky to have my cooperating teacher. She shows me this concept of I do, We do, You do every day. We switch half way with the students and if she sees ways to improve for the next group she will change a small part in her lesson to help the students. She is thoughtful with her scaffolding and I always try to write down notes of her strategies. I shared a link for scaffolding techniques for English Language Learners.
https://www.collaborativeclassroom.com/blog/scaffolding-techniques-english-language-learners-part-1/

# data[].attributes.attachment_link.readable_text
When supporting English Language Learners during instruction we must consider that the instruction is two-fold. Teachers are supporting content and language acquisition simultaneously. This is not an easy task!

Scaffolding has been praised for its ability to engage most learners. When the learning is scaffolded students are constantly building on prior knowledge and forming associations among new information, concepts, and language acquisition. Additionally, scaffolding presents opportunities for students to be successful before they move into unfamiliar territory. This type of instruction minimizes failure, which decreases frustration, especially for students acquiring a new language.

Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition. As young children are first learning to speak a language, their parents and caregivers provide informal frameworks that facilitate the children's learning. Scaffolding in the classroom consists of helpful interactions between the teacher and the student that enable the student to do something beyond what he could do independently. A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and, in this case, language acquisition.

Scaffolding techniques when used strategically and correctly does take time, but it is well worth it! Through scaffolding, English Language Learners are given the opportunity and the necessary support to acquire language while meeting rigorous academic standards.

Here are some benefits of scaffolded instruction:

Students experience a supportive learning environment

Students feel free to ask questions, provide feedback, and support their peers

Teachers become facilitators of knowledge rather than content "experts"

Students take a more active role in learning

Students are able to take ownership of the learning and their classroom as a community of learners

When planning to meet the needs of ELL students we might consider incorporating two overarching types of scaffolds:

1. Verbal Scaffolds

How information is verbally presented or explained to the students during instruction. Here are ways to provide verbal scaffolds:

Model the "think-a-loud"

Slow your speech and enunciate

Reinforce contextual definitions

Simplify questions

Engage in read-alouds in which you model correct pronunciations and prosody

2. Procedural Scaffolds

Tools and resources to support the students as they gain access to the learning. Here are ways to provide procedural scaffolds:

Provide explicit modeling through visuals, gestures, and realia

Allow for visual tools (organizers) as students manipulate information

Use wait-time when asking questions to give all students an opportunity to respond

Provide discussion prompts (sentence frames) to support discussions

Allow students to collaborate with other students often as they discuss the learning

In my next blog, I will explore how Collaborative Literacy offers explicit support for scaffolding instruction in support of English Language Learners.

# data[].attributes.attachment_link.title
Scaffolding Techniques for English Language Learners: Part 1 - Center for the Collaborative Classroom

# data[].attributes.attachment_link.description
When supporting English Language Learners during instruction we must consider that the instruction is two-fold. Teachers are supporting content and language acquisition simultaneously. This is not an easy task! Scaffolding has been praised for its ability to engage most learners. When the learning is scaffolded students are constantly building on prior knowledge and forming associations [...]

# data[].attributes.body
I really enjoyed watching this teacher's lesson on finding the main idea of a text. She used strategies such as a spoke diagram to help the students find key points within a text and eventually determine the main idea that particular author was trying to portray. She also used modeling strategies by reading aloud to the class and showing them exactly what was expected of them and their thinking.
Scaffolding was extremely present throughout this lesson, as she was using the I do, we do, you do method. For her I do, the teacher showed her thinking process to the class, for the we do portion she had the students read and organize in pairs, and for the you do she had the students apply the strategy on their own. She also made sure everyone in her class was understanding the main idea of the lesson by bringing the group together and having the students share/ correct their work as well as walking around individually to help those who may be struggling. By walking around and interacting one on one allowed her to see their thinking and lead them on the right track based on their comprehension.
The link I am sharing is 20 ways for teachers to check for their students understanding that they may have never thought of. Students have their own ways of understanding topics so it is essential to switch up assessments and checking for comprehension, these 20 ways can be extremely helpful to do so.

https://www.weareteachers.com/ways-to-check-for-understanding/

# data[].attributes.attachment_link.readable_text
It's so important to stop frequently during your lessons to check for understanding with your students. After all, is there a worse feeling than being met with blank faces after you've delivered an entire lesson? Use these strategies throughout the day to make sure everyone is on track. Here are twenty fun and simple ways to see who's good to go, who's almost there and who needs some one-on-one.

1. Use technology.

Source: The Primary Peach

One of the quickest ways to check for understanding is to have your kids hop on their device and use one of the awesome tech tools like Quizlet, Kahoot or Google forms to show what they know.

2. Ask open-ended questions.

Source: Ciara O'Neal

If you ask yes/no questions to check for understanding, some students may default to yes because they don't want to admit that they're not quite there yet. Asking open-ended questions requires a little more thought and helps draw out where they really are.

[contextly_auto_sidebar]

3. Ask students to give a physical response.

Image source: YouTube

This can be a fun way to end a lesson, and students love it! Ask students to do something like put their hands on their head for yes and stand on one leg for no. Or ask a question and tell students to clap once if the answer is true and do jazz hands if it is false. Use your imagination and change it up each time.

4. Use emojis.

Source: Teach and Shoot

Prepare cards to leave at students' desks like the one above. Let students attach their clips to show their level of understanding.

5. Ask questions "on the fly."

Stop frequently to ask questions as you go through your lesson. See if students can make connections, define words, answer questions and explain concepts. Make it a natural part of your process so that your students will know they are coming and pay attention.

6. Use checkmarks.

Source: Mrs. Beattie's Classroom

Take a page out of The Daily Five 's book and create these checkmarks to help your students remember to check for understanding as they read.

7. Show your thumbs.

Source: Shutterstock

Sometimes all it takes is a quick thumbs up or thumbs down (or even thumbs sideways) to make sure your students are all still on board. Stop frequently to check in and have your students hold them up high so you can take account.

8. Use exit tickets.

Source: Mr. Elementary Math

Download this cute freebie to create these exit tickets. Students can write the question of the day at the top and turn in their responses on the way out.

9. Flash whiteboards.

Image source: Pinterest

Ask one quick question that shows students are keeping up and have them write their answers on individual whiteboards. Do a quick sweep before they put them down. Pull any students together that still need more and re-teach.

10. Give it a four-finger rating.

Source: Mrs. Wheeler's First Grade Tidbits

Teach your students this quick check method and check in often to see where everyone stands. Pair up students who flash a 3 or 4 with students who flash a 1 or 2.

11. Do a Quick Write.

Source: Sly Flourish

Ask just one question and have students jot a quick paragraph on an index card to show that they understand. Have them share their answer with a partner or collect the cards to review for the next day.

12. Post your name on the stop sign.

Source: Musings From the Middle School

This teacher blogger asks students to check for understanding by writing their name on a post-it, then attaching it to the stoplight on the appropriate color. She then groups students who need re-teaching and advises students who are ready to move on.

13. Give them a Yes/No question.

Check for understanding by asking students to flash a red piece of construction paper for no (they need a little more explanation) or a green piece of construction paper for yes (they get it and are ready to move on). Alternatively, laminate squares of red and green construction paper and glue them back to back to large popsicle sticks to make paddles for your students to show.

14. Do a self-assessment.

Source: Not So Wimpy Teacher

Download this free resource and print up a stack of self-assessment cards in different colors for different subjects. Pass them out as exit tickets to plan for the next lesson period.

15. Draw a T-chart.

Ask your students to tell you five (or whatever number you think is sufficient) things they learned from the lesson. Have them make a T-chart and on the left-hand side write a fact or opinion, and on the right side, give evidence to support their fact or opinion.

16. Do a quick sort.

Source: The Science Penguin

Ask one question that you feel shows an understanding of the concept you are teaching. Have students write their answers on cards and collect them. Sort cards into piles: Got it, Almost There, and Re-Teaching Needed. Divide students into groups based on their answers and keep teaching.

17. Pick a card, any card.

Source: Upper Elementary Snapshots

Print these free cards, laminate them, and connect them together with a ring or twist tie. Give one copy to each student to keep on their desk. When it comes time to check for understanding, students can just flip to the appropriate card, and you can do a quick check by color to see who still needs help.

18. Display mini flip charts.

Source: The Elementary Math Maniac

Make your own or if you're not the crafty sort, buy 12 of these desktop flip charts for $16.49 from Really Great Stuff.

19. Use cooperative learning structures.

Source: 4th Grade Racers

This teacher/blogger uses cooperative learning structures to check for understanding in a fun and engaging way.

20. Reference this chart.

Source: Mia MacMeekin

This amazing infographic shows all kinds of imaginative ways to check for understanding. Print out a copy and display it in your classroom for inspiration.

# data[].attributes.attachment_link.description
Avoid the sea of blank faces at the end of a lesson with these teacher-tested and easy-to-use ways to check for understanding.

# data[].attributes.headline
Scaffolding Check for Understanding-Jalese Jones

# data[].attributes.subject
Scaffolding Check for Understanding-Jalese Jones

# data[].attributes.body
One strategery, that the teacher used I noticed was using the graphic organizer. This is important to help students visually see and help students follow along. She also reads aloud first, then allows her students to pick a partner and popcorn reading with each other or chooses another method but she allows them to finish the reading comprehension page together. After they do the “we do” she comes back together to share ideas to make sure they are on the track right.

I found this article on scaffold learning and providing strategies for students to have enough support. Also, this article helps teachers break down information into manageable chunks. I chose this article because I plan to use these strategies in my classroom. For example, describing concepts in multiple ways by showing them, telling them and having students try it on their own. Not every student learns the same way so taking the time to meet students needs is important.

# data[].attributes.attachment_link.readable_text
Providing students with better instructional scaffolding is often a schoolwide objective, but how can school leaders and teachers put this big idea into practice? Imagine someone plopping a giant box of odds and ends in front of you and telling you to figure out what to do with them with no further instructions. Without being told the purpose of the activity, specific expectations, or background information, it would be overwhelming and discouraging to say the least. Almost all students, particularly those with unique learning needs, have felt exactly this way in the classroom at one time or another. Luckily there are many strategies educators can use to help students, and among the most important is scaffolding.

Below you'll learn more about scaffolding in education, including 18 effective ways to scaffold learning. If you're a teacher, integrate these as best practices, and observe their impact. If you're an administrator, share these practices with your teachers, and look for them during classroom walk-throughs.

What is scaffolding in education?

Scaffolding is a way to provide support for students by breaking down learning into manageable chunks as they progress toward stronger understanding and ultimately greater independence. In other words, it's a way for teachers to provide support while students master new concepts and skills.

The strategy is based on the work of Russian psychologist Len Vygotsky, whose theories stress the fundamental role of social interaction in cognitive development. He theorized that children learn best when they interact with other people, particularly more knowledgeable people, who provide guidance and encouragement to master new skills.

Using the much-lauded concept the Zone of Proximal Development, teachers can guide, support, and encourage students as they help them develop problem-solving strategies that can be generalized to other situations.

Scaffolding Strategies

1. Teach mini-lessons

Break down new concepts into bite-sized pieces that build on one another. Teaching a series of mini-lessons provides students with a safety net that moves them progressively toward deeper understanding.

Learn more: Essentials of a Mini-Lesson

2. Use explicit instruction

One of the best practices in supporting learners is the use of systematic, explicit instruction. That is, instruction that includes clear modeling, think-alouds, and multiple examples, which are described in greater detail below. In addition, immediate corrective feedback is critical. Catching students' errors while they're still practicing will prevent them from learning the skill incorrectly and then continuing to practice it incorrectly for homework and on other assignments.

Learn more: Explicit Instruction: Best Practices for Teaching Math to Unique Learners

3. Use think-alouds to model or demonstrate

One of the best ways to scaffold learning is to show your students an example of what they will be learning. For example, demonstrate a science experiment so they can see how it's done before they do it themselves. Or gather them on the rug and let them watch you solve a math problem in a new way. Verbalize your thought process as you demonstrate. Use a think-aloud strategy to give your students a model for an inner dialogue they can copy.

Learn more: Improve Reading Comprehension With Think-Alouds

[contextly_auto_sidebar]

4. Describe concepts in multiple ways

Support different learning styles by approaching new concepts from multiple angles. Show them, tell them, and let them try it for themselves. The more ways you approach learning, the more sense it will make for students.

Learn more: Different Learning Styles: What Teachers Need To Know

5. Break large tasks into smaller steps

Sometimes it's hard for students to remember all the steps they have to follow for an assignment. Scaffold learning by breaking down directions into chunks that students can complete one step at a time. Give them a checklist that they can follow. By breaking it down, you're providing scaffolds that students need.

Learn more: Chunking Information for Instructional Design

6. Slow down

Here is some great advice from elementary teacher Tammy DeShaw. "We move so fast as teachers because we fear that we won't get through it all," she says. "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!"

Learn more: Scaffolding Strategies

7. Incorporate visual aids

Show a video, pass out colorful images, or provide a concrete object to start off a new lesson. For example, if you're teaching a lesson on polyhedrons, place models of different types on tables for students to see and touch.

Learn more: Making the Most of Visual Aids

8. Front-load concept-specific vocabulary

Arm students with specific academic language they will need to understand ahead of time so that vocabulary doesn't become a stumbling block to higher-level learning.

Learn more: Pre-Teach Vocabulary

9. Activate prior knowledge

Show students the big picture. Make connections to concepts and skills students have already learned. Connect to experiences they have had, such as field trips or other projects.

Learn more: Teaching Reading Strategies: Activate Prior Knowledge

10. Give students talk time

Be sure to give kids plenty of time to process new information by partnering them up or breaking them into small groups. Have them articulate concepts in their own words to one another. Come back together as a whole group and share any insights that might be helpful to everyone.

Learn more: Cooperative Learning Structures: Fun Alternatives to Think-Pair-Share

11. Give students time to practice

After you model learning for your students, take some time to practice with them. Have a few students come up to the board and try a math problem. Or write a paragraph together on chart paper. Think of this guided practice as a series of rehearsals before the final performance.

Learn more: The I Do, WE Do, YOU Do Model Explained

12. During lessons, check for understanding

Check in often to make sure students are with you. A simple thumbs-up, a sticky note check-in, or a desktop flip chart are a few of the ways you can check for understanding. See who's good to go, who's almost there, and who needs some one-on-one.

Learn more: Creative Ways To Check for Understanding

13. Use graphic organizers

A graphic organizer is a powerful visual learning tool that teachers can use to help students organize their thinking before, during, or after a lesson. They are a great way for students to classify and communicate their ideas more effectively. A simple Google search will connect you to all kinds of printable graphic organizers that you can customize to the material you are teaching.

Learn more: Graphic Organizers 101

14. Try sentence starters

Sometimes a head start helps students gather their thoughts. Provide students with the first part of a statement and ask them to fill in the blanks. Sentence starters can be an especially great support for English-language learners.

Learn more: Using Sentence Stems in the Classroom

15. Coach students to help each other

When learning a new concept or reading a difficult passage together, 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. By listening and repeating, you reinforce your students' understanding.

Learn more: Fun Ways To Help Your Students Collaborate in the Classroom

16. Set clear expectations

Students (like most of us) perform better when they fully understand what is expected of them. Describe the purpose of the assignment, and give them concrete examples of the learning goals they are expected to achieve. Give them clear directions and show them exemplars of high-quality work. Finally, provide them with a rubric so they know exactly what to do to successfully master the concept.

Learn more: Developing Clear Expectations for Learning

17. Ask open-ended questions

Another important tool we have is questioning. Asking questions allows students to organize their thoughts and elaborate on their processes. The key is making sure you ask meaningful questions. Make sure they can't be answered with a simple yes or no. In addition, the questions you ask should require reflection. And finally, questions should direct students to important, pivotal aspects of the task they are working on.

Learn more: Instructional Scaffolding Strategies

18. Use technology

Technology can help simplify the scaffolding process. Make playlists of lecture videos for students to watch before the lesson. This will allow them to preview the material and be ready to engage with the content in class. Another tip is to provide links to websites that have different ways to engage with the content, such as videos, games, articles, or demonstrations.

Many online curriculum programs are adaptive, meaning they can assess what a student knows and what information they need next. This allows students to follow a personalized learning path toward meeting learning objectives.

Learn more: Using Technology to Scaffold Student Learning

Does scaffolding learning really work?

Overall, scaffolding is an extremely effective instructional strategy when both administrators and teachers embrace and implement it consistently. But like any teaching strategy, scaffolding has its benefits and challenges.

Benefits of scaffolding:

Promotes a positive learning environment because students feel supported and are able to ask questions, encourage their classmates, and offer their opinions.

Builds students' confidence as they progress to more difficult tasks.

Leads to higher engagement, which motivates students to learn more on their own.

Improves comprehension and problem-solving.

Allows teachers to move to a facilitator role, guiding students to take ownership of their own learning.

Challenges of scaffolding:

Takes more planning and is more time-consuming as teachers need to evaluate lessons and figure out where scaffolding is needed.

Finding appropriate scaffolds that match the diverse learning and communication styles of students.

Correctly identifying students' zone of proximal development.

Knowing when to taper off and allow students to work independently.

Releasing more responsibility to students.

# data[].attributes.attachment_link.title
18 Ways To Scaffold Learning for Your Students

# data[].attributes.attachment_link.description
Breaking learning into manageable chunks, modeling, and guided practice are some of the ways to scaffold learning for your students.

# data[].attributes.body
The first strategy that I noticed was the use of a visual aid. This helps all students, especially EL students that may need additional time or sources to comprehend what is going on in the story.

She also mentions modeling for the class. She "thinks aloud" and explains exactly what the children should be thinking about during their independent time.
The use of "I do, we do, you do" can really emphasis what the children should be focusing on and allow them to work together and hear each others ideas.

Megan demonstrates scaffolding throughout the "I do, we do, you do" activity portion of the class. She is sure to walk around, listen to the student's ideas, and ask questions to further their thinking and learning. She sets the expectations when doing the "I do" which allows them to use those tools during the "You do" portion of the lesson. During independent time, she also goes around and asks questions to help them through the think aloud process. She also reflects during the "We do, You do" portion to see if something may not be working or if the students need help so she can intervene and assist.

My class does something similar. We do "My turn, your turn." It is a first grade classroom so we do have time to share, but it is kept brief as the students tend to get off task after a few minutes. The "My turn, your turn" allows myself and my CT to model what we expect from the students, ask them questions to check for understanding, and then watch the students work independently or in small groups. For example, I will say "My turn! I am going to color this frog green. Class, what color am I going to color the frog?" and they respond "Green!" So I know they are listening and understand the directions. After modeling the coloring, I say "Your turn!" and the students color. This has become a truly affective way to explain multi-step directions.
I have attached a quick read on MY TURN, YOUR TURN to explain what it is and how to use it.
http://www.earlyliteracylearning.org/cellpract_parent/toddler/collections/CELL_Todd_Talk_List.pdf

# data[].attributes.body
The above link has a lot of really fun and unique was to do check for understanding in the classroom. I liked it because it used a ton of out of the box ideas and they can be used in pretty much any grade level.
Strategies in the video:
~ The teaching used a think aloud as a form of modeling. She used it as a means of modeling how students should be thinking and interacting with the content they are reading. The can also be seen as a form of "I do", as the teacher later did "we do" and "you do" work. She also used "I do" by modeling how to fill out a spoke diagram, which is what the lesson was on.
~ The teacher used "I do", "we do", and "you do" as a way to scaffold, which I thought was very interesting. Th teacher had her students partner up to read and then discuss what they had just read. This was the "we do" part of the lesson. For the "I do" part of the lesson the teacher had students fill out their own spoke diagram to better interact with the text that they were reading.
~ In between the "I do" and the "we do" the teacher did a check for understanding as she had students share their ideas aloud with the whole class by using open ended questions.
~ I can also see the spoke diagram as a way of scaffolding particular content for students. Thus, the very thing that she was teaching was a great way to scaffold lessons on reading Social Studies.

Miabella Bolton

# data[].attributes.attachment_link.readable_text
It's so important to stop frequently during your lessons to check for understanding with your students. After all, is there a worse feeling than being met with blank faces after you've delivered an entire lesson? Use these strategies throughout the day to make sure everyone is on track. Here are twenty fun and simple ways to see who's good to go, who's almost there and who needs some one-on-one.

1. Use technology.

Source: The Primary Peach

One of the quickest ways to check for understanding is to have your kids hop on their device and use one of the awesome tech tools like Quizlet, Kahoot or Google forms to show what they know.

2. Ask open-ended questions.

Source: Ciara O'Neal

If you ask yes/no questions to check for understanding, some students may default to yes because they don't want to admit that they're not quite there yet. Asking open-ended questions requires a little more thought and helps draw out where they really are.

[contextly_auto_sidebar]

3. Ask students to give a physical response.

Image source: YouTube

This can be a fun way to end a lesson, and students love it! Ask students to do something like put their hands on their head for yes and stand on one leg for no. Or ask a question and tell students to clap once if the answer is true and do jazz hands if it is false. Use your imagination and change it up each time.

4. Use emojis.

Source: Teach and Shoot

Prepare cards to leave at students' desks like the one above. Let students attach their clips to show their level of understanding.

5. Ask questions "on the fly."

Stop frequently to ask questions as you go through your lesson. See if students can make connections, define words, answer questions and explain concepts. Make it a natural part of your process so that your students will know they are coming and pay attention.

6. Use checkmarks.

Source: Mrs. Beattie's Classroom

Take a page out of The Daily Five 's book and create these checkmarks to help your students remember to check for understanding as they read.

7. Show your thumbs.

Source: Shutterstock

Sometimes all it takes is a quick thumbs up or thumbs down (or even thumbs sideways) to make sure your students are all still on board. Stop frequently to check in and have your students hold them up high so you can take account.

8. Use exit tickets.

Source: Mr. Elementary Math

Download this cute freebie to create these exit tickets. Students can write the question of the day at the top and turn in their responses on the way out.

9. Flash whiteboards.

Image source: Pinterest

Ask one quick question that shows students are keeping up and have them write their answers on individual whiteboards. Do a quick sweep before they put them down. Pull any students together that still need more and re-teach.

10. Give it a four-finger rating.

Source: Mrs. Wheeler's First Grade Tidbits

Teach your students this quick check method and check in often to see where everyone stands. Pair up students who flash a 3 or 4 with students who flash a 1 or 2.

11. Do a Quick Write.

Source: Sly Flourish

Ask just one question and have students jot a quick paragraph on an index card to show that they understand. Have them share their answer with a partner or collect the cards to review for the next day.

12. Post your name on the stop sign.

Source: Musings From the Middle School

This teacher blogger asks students to check for understanding by writing their name on a post-it, then attaching it to the stoplight on the appropriate color. She then groups students who need re-teaching and advises students who are ready to move on.

13. Give them a Yes/No question.

Check for understanding by asking students to flash a red piece of construction paper for no (they need a little more explanation) or a green piece of construction paper for yes (they get it and are ready to move on). Alternatively, laminate squares of red and green construction paper and glue them back to back to large popsicle sticks to make paddles for your students to show.

14. Do a self-assessment.

Source: Not So Wimpy Teacher

Download this free resource and print up a stack of self-assessment cards in different colors for different subjects. Pass them out as exit tickets to plan for the next lesson period.

15. Draw a T-chart.

Ask your students to tell you five (or whatever number you think is sufficient) things they learned from the lesson. Have them make a T-chart and on the left-hand side write a fact or opinion, and on the right side, give evidence to support their fact or opinion.

16. Do a quick sort.

Source: The Science Penguin

Ask one question that you feel shows an understanding of the concept you are teaching. Have students write their answers on cards and collect them. Sort cards into piles: Got it, Almost There, and Re-Teaching Needed. Divide students into groups based on their answers and keep teaching.

17. Pick a card, any card.

Source: Upper Elementary Snapshots

Print these free cards, laminate them, and connect them together with a ring or twist tie. Give one copy to each student to keep on their desk. When it comes time to check for understanding, students can just flip to the appropriate card, and you can do a quick check by color to see who still needs help.

18. Display mini flip charts.

Source: The Elementary Math Maniac

Make your own or if you're not the crafty sort, buy 12 of these desktop flip charts for $16.49 from Really Great Stuff.

19. Use cooperative learning structures.

Source: 4th Grade Racers

This teacher/blogger uses cooperative learning structures to check for understanding in a fun and engaging way.

20. Reference this chart.

Source: Mia MacMeekin

This amazing infographic shows all kinds of imaginative ways to check for understanding. Print out a copy and display it in your classroom for inspiration.

# data[].attributes.attachment_link.description
Avoid the sea of blank faces at the end of a lesson with these teacher-tested and easy-to-use ways to check for understanding.

# data[].attributes.body
The teacher in this Social Studies lesson is able use some scaffolding startegies that include the Spoke Diagram, Think Alouds and  the I Do We Do You Do method. She was modeling what she wanted her students to do with the Spoke diagram to then be able to release the students to the I do part where they are able to be in pairs. This is also a way to check for understanding when they do peer understanding to help one another. Once she modeled and released the students on their own she was able to walk around and listen to each pair's conversations and ask questions.

I like the video I selected because it summarizes the ways that checking for understanding can look like. It mentions that CFU involves visuals, expressions and body language. Being a visual leaner myself, I like that I can rely on this to tailor my instruction according to what my students are understanding and not understanding.

# data[].attributes.attachment_link.title
TELL Project: Checking for Understanding

# data[].attributes.body
Mallory Partis
The strategies identified :
- modeling what a good reader is thinking about while reading.
- She used a diagram in order to fill out important information about the book.

She scaffolded the lesson by using the "I do, We do, You do" strategy. She opened the lesson with her modeling what a good reader should be thinking while reading, then she paired them in partners to talk about the comprehension strategy in order to complete it. They come back together as a group to talk about their findings. She then lets them use a text in their level to use in order to apply the strategy on their own.

She used pair sharing for the students to think, write, and share ideas in order to complete the comprehension strategy. This CFU strategy is known as think, write, and pair share.

I liked how she emphasized the diagram as a tool in order to help find the necessary information needed. I enjoyed how she truly listened to her students to check for understanding, and make sure they are "thinking like readers".

https://www.youtube.com/watch?v=SoZh8Y7AFb8

I chose this strategy to highlight because I think is important to start with an entry ticket to refresh prior knowledge, and then I think exit tickets are a great way to check understanding. I use exit tickets in my second grade placement, and is really helpful in seeing who needs extra help or if scaffolding is needed.

# data[].attributes.attachment_link.title
Entry and Exit Tickets - Classroom Strategy

# data[].attributes.body
Strategies I noticed:
- Modeling: Megan(teacher) starts off her lesson by modeling what she is thinking. She models to them what a good reader would be thinking of.
- I do, we do, You do: As she was doing the read aloud, she modeled firstly, then asked for students to practice by apply a re-do with a partner where they re-read the passage, then they talk about the comprehension strategy and do it together. This allows room for collaboration between the students as well. They come back together after this and allows room for sharing, which allows her to acknowledge any misconceptions they may have had during their "we do" time. Lastly, she allows the students to apply the strategy on their own through a Spoke diagram. This allows them to organize their information on paper in order to comprehend their textbook.
Scaffolding: Megan used scaffolding through exampling (modeling) and stating her goals at the beginning of her lesson. She guided them to think the way she wanted them too through sharing ideas and using a graphic orangizer so they could comprehend and organize their understandings.
Check for understanding: Megan acknowledged verbal, written, and demonstration throughout her lesson. She verbally read the text once, provided her example of the spoke diagram, and demonstrated what a good reader would be thinking about.
Outside strategies: I noticed that
PAUSE, ASK QUESTIONS, PAUSE, REVIEW was not something listed into out module. This is something that Megan constantly did throughout her lesson plan. This is a wonderful way to check for understanding while students read a chunk of difficult text or learn a new concept or content. This strategy works by sharing a new idea from discussion or the reading, then pause (providing think time), and then ask a strategic question, pausing again.
Link to strategy: https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Explanation: I found this resource while initially looking up different scaffolding strategies. I noticed that this page provides great information on how the strategy is effective and how a teacher would implement this in any lesson they are teaching.

Paige Alcala

# data[].attributes.attachment_link.title
6 Scaffolding Strategies to Use With Your Students

# data[].attributes.attachment_link.description
Support every student by breaking learning up into chunks and providing a concrete structure for each.