EDUC 515 Fall 2021 Section 1-- Scaffolding Check for Understanding by https://padlet.com/susan_sigler/pwymi4o59e05lk2y 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 2021-06-17 21:22:52 UTC 2021-09-19 21:59:32 UTC hello@padlet.com Yuri Escobar yurianaescobarrivas652 https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1732904305
Scaffolding Strategies Used- “I do” “ We do” “you do”
Elbow partners 
Check for Understanding Strategies Used.. Teachers is always walking around when students are working independently and she truly listens to them and tries to make sense of what they are saying and thinking
My surprise is that before students work independently they all come together to share their answers. This strategy is after the “ we do” strategy.
 I also liked how they had the opportunity to work with a peer and how they shared responsibilities between the two. 
Think-out-loud she is modeling what a good reader would think
Reads the story once then goes back 
-Spoke Diagram 
We do ( popcorn style, read in their heads, freedom to do the reading  ) students need to be verbal about what they are thinking and 
I really liked how she is introducing this diagram so they can use for multiple stories/lessons in the future
6.
https://www.mshouser.com/teaching-tips/8-strategies-for-scaffolding-instruction  

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

7. I liked the scaffold strategy to use a students first language when it comes to important information like academic words or instructions.  
I also liked the check for understanding strategy Signal It with a thumbs up, wave hand, thumbs down because it can be quick and teachers can quickly check for understanding.

]]> 2021-09-11 19:43:00 UTC https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1732904305 Claire English https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1732942673 I thought the scaffolding strategy was a great strategy  because students are able to write down thoughts and  ideas of what they learned on a chart to use as a visual reference that highlights the major ideas. It is also great for the teacher because the teacher can easily walk around and see what the students are thinking and can help them ASAP if there is a misunderstanding. It was also great they they are able to use scaffolding to work with partners and draw ideas from each other.]]> 2021-09-11 20:41:42 UTC https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1732942673 Rosa Gallegos rgallegos11 https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1733061945 Scaffolding Strategies
Teacher did scaffold. The strategies teacher used was I do, We do, and You do. She started by modeling on how to draw and filled out the thinking aloud (Spoke Diagram), it is the I do part Then, she had students read in groups, taking turns on the reading; also sharing what they understand from the reading (comprehension). For the You do part, students are on their own filling out their own spoke diagram. What she did to check students understanding was walking around and listening to different groups talking, she likes to see how they think through their conversations. In addition, when they come back together as a group (We do,) students shared what they read and teacher finds out if there is any confusion or misconceptions. I liked it because this strategy is for students to keep for future use.
I found this video about scaffolding, which uses 3 methods: Hints (could be verbally, pictures or gestures; Offer a Range of Possibilities (give students options), and the Use of Additional Resources (so students can understand the concept or idea). I chose this scaffolding strategy because we can use it not only with young students, but also with older ones, specially with English Learners.
https://www.youtube.com/watch?v=5hWDbSx_kdo]]> 2021-09-12 00:45:08 UTC https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1733061945 Courtney Mahler courtneyraquelmahler370 https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1733986977

  • The strategy that identified in the video were the I do, we do, and you do. 
  • The teacher was doing the I Do part when filling out the diagram, the students then took turns reading in groups for the We Do part, and for the You Do part, students were filling out their own diagrams. 
  • To check for understanding, the teacher was walking around and was giving them feedback on their work and was able to help them as needed.
  • I really liked how the students had a chance to work with their elbow partner and how they would take turns reading to each other.
  • https://www.edutopia.org/article/8-quick-checks-understanding
  • I found this link that discusses a quick checks for understanding that are simple to use and can be used across different grade levels and subject areas and different types of learning environments. I liked these ones because it mentions how sometimes teachers are covering large amounts of information and developing many skills and they don’t have a whole lot of time to check for complete understanding, so sometimes it is OK to use things like this that are just a quick check to gauge students. And includes things like signaling a simple thumbs up to see that they understand, having students say that they agree or disagree with other people having them draw a quick visual wrap and some Tatian such as a graphic organizer, providing them with something and having them correct the error, having them summarize it, having them create a word problem and have other students try to solve it, or providing a prompt and having students analogize it. My favorite quick check for understanding that this article mentions is having the students try to teach the concept to someone else for example the student who has been absent because the teachers easily able to gauge the student that’s teaching degree of understanding as they are helping someone else learn it. 

    • ]]>     2021-09-12 17:20:20 UTC https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1733986977     Delaney Silva https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1737786492 In the video, I identified the strategy “I do, we do, you do”. This strategy was first applied through the teacher scaffolding with a think aloud activity. The “we do” part of the strategy is shown through students participating in reading with a partner, and then sharing their ideas with each other. The “you do” part of the strategy is shown through the students working independently at a level that is appropriate for each student. The students used a graphic organizer to show what they know and display their comprehension of the text. The teacher was able to walk around the room and ask students what they read and truly listen to them to check for understanding. This allows the teacher to provide the students with immediate feedback. The spoke diagram was a visual way the teacher was able to check for understanding. 
    https://www.teachforamerica.org/stories/8-ways-to-check-for-student-understanding One strategy I found that can be used to check for understanding is having the students come up with their own quiz question and answers to have the teacher complete. This article from Teach for America explains how students usually like to try and beat the teacher in activities like these so it forces the students to really think and reflect on what they have learned.
    ]]>     2021-09-14 01:09:11 UTC https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1737786492     Paulina Coronado https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1752433197 I noticed the the teacher used the "I do, we do, you do" scaffolding technique to guide her students to her end goal of accurately using and understanding the Spoke graphic organizer. She also modeled the expected thought process by thinking aloud and using guided questions to show students how to identify key terms, ideas, and information. The teacher was also actively checking for understanding by circulating the room, listening to conversations, and asking questions about student thought processes to see if more modeling needed to be done. My CT uses the term 'Frontloading' a lot, and I believe this was done early in the video when the teacher began reading aloud and announcing what the book was about, what the main focus will be, and what she already knows by looking at the book.
    I found a few different CFU strategies here on Weareteachers.com. One strategy I liked was #18 "Display mini flip charts" because each student can have a small flipchart that is color coded like a stop light to show me where they are during an activity or lesson. They can discretely show me if they absolutely need my help or if they are ok for the moment which tells me who to check in on or spend a little more time with after in a small group. ]]>     2021-09-19 21:59:09 UTC https://padlet.com/susan_sigler/pwymi4o59e05lk2y/wish/1752433197