EDUC 515 Fall 2021 Section 5-- Scaffolding Check for Understanding by https://padlet.com/susan_sigler/msskcq90l856agw3 Apply your knowledge and add to our resources. Share what you observed in the video lesson and add a resource on either scaffolding or check for understanding. en-us 2021-08-09 17:42:06 UTC 2025-12-17 02:24:21 UTC hello@padlet.com Andrew Dincognito andrewdincognito297 https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1732244299 I think the way she used I do, we do , you do was very clear from the beginning. She starts by reading to the students, and as she reads she is explaining what her thoughts are. She also is modeling how to read and how to look at the illustrations and relate them to the book. The teacher scaffolded the lesson by modeling (I do), then guided practice (we do), then assisting them as they do the work on their own. I really love that she said she is never standing still and she puts a lot of effort into listening to her students. ]]> 2021-09-11 04:38:27 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1732244299 Anne Marie Oliva https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1732274674 The I do, We do, You do model is evident from the start as the teacher models writing on the Spoke diagram on the board. She proceeds to read aloud to the students while explaining that she is going to read it one time then she will go back and review what the facts were within the text. During her read through, the teacher would also pause and make commentary of what she had just read in order for students to comprehend even further what was taking place. Her lesson then goes into the We do which is the Stable Food Supply activity. After this activity, the teacher takes this opportunity to check for students understanding and helps them if needed. Lastly, the You do is the Roll the Dice activity with a partner. The strategies used by the teacher in scaffolding were very effective as she paid attention to the progress of her students by maintaining check-ins throughout the lesson. 

I chose the above link because the viewer is able to see students not understanding the material. It was interesting to view how this specific teacher was able to handle this as she continued to check for understanding. She started out with asking her students to raise their hands and tell her what their level of understanding was (a fist meaning their understanding is not great). She was able to meet with each student and personally figure out where their confusion is. I also appreciated that this teacher took the time to address the class as a whole and discuss common misunderstandings. She mentioned that checking for understanding ultimately drives the lesson. I found that this statement was very true as a teacher ultimately must be able to shift their lesson pending students understanding. ]]> 2021-09-11 05:33:47 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1732274674 Lindsay Murray lindsaymurray140 https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1733226309
  1. I identified the explicit instructional model in this lesson as the teacher moved through I do, we do, you do. The teacher began with the think-aloud strategy as she worked on a spoke diagram (I do). Her purpose behind this was to demonstrate what she was thinking so students knew what a good reader would think about when reading this text. 
  2. Scaffolding was done by the gradual release of responsibility strategy, from I do to we do, to you do. She paired students in the we do stage who read the text together and then they bounced ideas off each other. Once she felt like they were ready to move on, the students used their own spoke diagram to generate information from a new text.
  3. The teacher mentioned that she walks around the room to listen and understand where their thinking may be breaking down. This is a clear example of checking for understanding. She then has them do independent work as a way to informally assess their new-found knowledge of visually breaking down a text.
  4. The spoke diagram is something that can be used in explicit instruction that I did not see in the articles.
  5. Find something to share!  
https://learn.teachingchannel.com/video/jigsaw-method

In the jigsaw method, students are divided into groups with different tasks. The students are at the center of the learning; they translate the information into their own language and get to teach their peers. The teacher can check for understanding when the groups share their completed task with the class.



]]> 2021-09-12 05:19:30 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1733226309 Demi Brown https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1733247954 The social studies teacher is teaching reading comprehension strategies to her class. She begins the lesson with "I do" by modeling a think-aloud and showing how to use her spoke diagram graphic organizer. Her students use "we do" during their partner work, discussing the comprehension strategy and completing a spoke diagram together. Finally, she moves to "you do" by challenging students to apply the strategy on their own text independently. She checks for understanding throughout the lesson, especially as she makes the rounds during partner work popping in on different groups. She checks again after "we do" by having a whole group discussion where she can give feedback before students try it on their own. The lesson outline of I do, we do, you do is a scaffolded design. Moreover, the teacher emphasizes listening as an important scaffolding strategy. By listening to student thinking and needs, she is able to adjust the lesson. Finally, the graphic organizer can be used in other disciplines for students to begin scaffolding learning on their own.]]> 2021-09-12 05:49:18 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1733247954 Melissa Gonzalez https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1733347189 A strategy I identified in the video was “I do, we do, you do”. This was identifiable because Ms. Montgomery provided explicit instruction while discussing the spoke diagram. During this instruction, Ms. Montgomery was framing her thoughts into a ‘Think aloud’ so students can do the same during their individual time/ guided instruction. Her guided instruction and the spoken graphic organizer explanation were examples of scaffolding the content to the class. The strategy that Ms. Montgomery used CFU to describe important characteristics of the main information within a text. She learned that students were acquiring the information of the text while reading, and some students were not. This showed her students who will need more guidance or a redirection of their ideas. 
1 Strategy
Teachers can have students record their thought process and answers while in class or at home during individual work or partner work when Checking for Understanding. There may be students who are behind in reading or penmanship skills, I believe they will benefit from answering questions verbally when the lesson permits it. 
https://www.edutopia.org/discussion/4-ways-audio-recording-can-boost-classroom-learning


]]> 2021-09-12 07:45:11 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1733347189 Jess Hamilton jessicahamilton739 https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1734120724 In this video the "I do, we do, you do" strategy was the main focus. The class started by creating a concept map together and the teacher used the think aloud strategy to explain to the students where she was getting her information and how she was building connections within the area. Next Ms. Montgomery takes student input and moves to "We do". Lastly, in the CFU the students try to replicate a similar concept map for another topic to demonstrate their understanding. 

The link I chose to share was 50 ways to check for understanding in a virtual classroom. I think that a lot fo students slipped below grade level in the pandemic because teachers either couldn't see them because cameras were off or the body language wasn't as obvious. In case this year becomes virtual again I think that this link would be helpful. My favorite technique is the 5 words to describe this topic is... ]]> 2021-09-12 19:42:51 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1734120724 Josie Escobar josieescobar748 https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1734358993 I was clearly able to tell that the teacher used an "I do, We do, You do" strategy. She worked on spoke diagram to show how a good reader is supposed to think. The teacher did a great job in demonstrating this. She scaffolded this by allowing them to read the text together and gather information. This was portrayed in the "We do" section. To check for understanding, the teacher was strategically walking around the room hearing in on the students' conversations and helping them when needed. If a conversation is going the wrong way, she said how she will direct them in the right path and let them continue themselves. 

I have included a link with 62 ways to check for understanding. A few were mentioned in the previous articles, but this one shares some different ones I thought students would like. The main ones I liked were the strategies that has students determine main ideas in a sort of brain dump or discussing/debating ideas to see if the students truly understood it. ]]> 2021-09-13 00:10:55 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1734358993 Masha Baron mashabaron https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1734850083 Some strategies that I was able to identify include think out loud, graphic organizer, and “I do, we do, and you do” strategy. 

Think out loud at the start of the class implemented the “I Do”, where the teacher describes the activity. The teacher as well demonstrated the spoke diagram to help outline their overall learning of the text. Then students completed partner or group activity, which helped engage students in the “We Do” part of the lesson. Finally, students complete the “You Do” part of the lesson where they summarize their learning. I was able to note some of the scaffolding with the content. It was especially notable when students were completing partner and group work, then individual work. The check of understanding used during the lesson mainly involved guided instruction as the teacher walked around the room to listen what the students are doing. 

In addition to checking student understanding, I had found a site which has provided ways to informally assess student learning. Sometimes it can be difficult to track student progress, but it can be done in a fun and engaging way. There were three methods in particular that I liked. They include student self-evaluation, journaling, and paper toss. Students should be given the opportunity to reflect on their learning, but also know when to ask for help. The paper toss is a great way to allow the entire class share their thoughts, concerns or questions about something especially since so many students may not feel comfortable to ask a question.

]]> 2021-09-13 03:36:29 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1734850083 Kaitlin Kuehn kaitlinkuehn521 https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1734866303 The entire lesson was scaffolded through an “I do, we do, you do.” The first strategy the teacher used during this lesson was a think aloud during the “I do” portion of her lesson. She begins the “I do” portion of the instruction by demonstrating her thinking out loud to students so they know exactly what to expect and how to think about the activity. Another strategy she used was the graphic organizer so that students could find the main ideas of a text and the supporting information or details of them. The next strategy she used was collaboration where the students sat with a partner to complete the activity during the “we do” portion of the lesson. During this point, she went to different groups to assess their understanding by asking questions. The next strategy she used was to bring the class back together to clear any misconceptions. The last strategy was the “you do” portion of the lesson where she had students work individually to complete the assignment. The strategies she used to check for understanding was to ask students questions during the “we do” portion of the lesson and the “you do” portion of the lesson served as another way to check for understanding. 

I chose this resource designed for scaffolding English Language Learners because it is important for these particular students to receive additional support when needed in the classroom. ]]> 2021-09-13 03:43:53 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1734866303 Cynthia Lopez https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1738450323 In this video, the strategies that were used to deliver the lesson we the "I do" "We do" "You do" strategy that we have been learning about throughout this module. The teacher uses this strategy to model how she is going about the thinking process as she completes the graphic organizer.

Through her lesson, the teacher used scaffolding as she filled out the Spoke diagram and she also allowed the students to participate as she completed the organizer. 

The ways she checked for understanding was by walking around the classroom and checking in with groups and discuss the students own graphic organizer. If the students needed assistance she was there to facilitate the thinking process. 

The link I included shares 21 ways to check for understanding. It provides detailed information for how each strategy can work in the classroom.]]> 2021-09-14 05:43:17 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1738450323 Jessica Aragon jessicaaragon276 https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1741348775 In the video I noticed the teacher used the think aloud strategy, the modeling strategy, graphic organizer strategy and the I do, you do, we do strategy. The teacher scaffolded by starting with the think aloud, then allowing time for the students to read the section again with partner, then having students collaborate to complete the worksheet and develop comprehension skills, then the entire class comes back together to share what they have learned, and finally she lets them work independently and practice their new skill. She checks for understanding by observing and engaging in partner discussions and by completing a graphic organizer. I noticed she did not use strategies like hand signals or white boards because they did not apply to her lesson and the skill being taught. I added a link that summarizes how teachers can scaffold using prior knowledge strategies. This was something that I noticed the teacher didn't do even though she could have tied it well to engage the student from the beginning. I think it is such an easy step that often gets missed but can always enhance your lesson]]> 2021-09-15 02:35:01 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1741348775 Gillian Mireles https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1741666518 In this video the techniques had been used to supply the lesson we that I do we do you do strategy that we had been mastering approximately all through this module the teacher uses the strategy to version how she’s going approximately the wondering system as she completes the picture organizer.  At some stage in her lesson the instructor use scaffolding as she filled out the spoke diagram and he or she also allowed the scholars to take part as she finished the organizer. The way take a look at for knowledge with my taking walks around the lecture room and checking in with businesses and discussing what college students their personal graphic organizer. If the scholars needed help she changed into there to facilitate the questioning system. I have attached different check for understanding strategies that can be used in the classroom. ]]> 2021-09-15 04:54:00 UTC https://padlet.com/susan_sigler/msskcq90l856agw3/wish/1741666518