EDUC 515 Fall 2021 Section 3-- Scaffolding Check for Understanding by https://padlet.com/susan_sigler/uyws6zhippi5rtht 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 17:38:15 UTC 2024-06-20 02:53:40 UTC hello@padlet.com Jazmin Aguilar jazminaguilar837 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1719984271 In regards to strategies noted I saw the following:
I do, We Do, You Do Strategies
• She began by modeling herself reading the text and things she herself would note down is she were to be doing the assignment. She does the same when Creating her Spoke chart, showing what information she would write down and why.
• For her We do she has students work in partners reading the text as a team and working to note and analyze the text as she has already modeled. In regards to spoke charts she again has students working in groups to create their own spoke charts based off of the text they have read. Not only working and monitoring her students as she walks around the classroom but checking for understanding as she goes. Asking guiding questions on why they chose that specific topic or why they feel it is important. She also brings the class together to create a class spoke chart allowing her to gage if her class has absorbed the content.
• Last is you do where she instruct her students to now work through a new text piece that is at their reading level. Students have been guided through the process twice not and actively engaged through out meaning that their ultimate test is to see how much is absorbed. Can students read and analyze the text on their own. Did students learn the basic format of a spoke chart. Can students identify and connect the main ideas of the text and place them into this chart? Does it make sense?
Scaffolding of content Strategies
• First lets look at pictures, then we can build onto that with text, who is the text begin written for, what is this text telling the reader now, finally what have we learned from this text. Building the content one on top of the other, if students cannot take notice of pictures than we cannot move forward with the text, etc.
• Guided reading
• Partner Reading
• Group project before individual projects
• Providing an example to be referenced
• Providing guiding questions and content words to look for

Checking for Understanding Strategies:
• Classroom discussion
• Group monitoring
• Visuals/Mapping the text
• Agree/disagree?
• Formal submissions of individual spoke charts

Check for Understanding Learning:
• Student understanding of the text
• Are students following the lesson
• Can they identify between main ideas and details
• Can the organize ideas and thoughts
• Are students absorbing the text

Other Strategies Noticed:
I noticed her use of color, all student diagrams as well as hers were specifically done in color, each mean idea and its details done in 1 corresponding color to identify it as connected.

Links to Share:
Student Dictionary Print Out
Vocabulary Strategies

About: 
I have included 2 links in this post as one reflects some strategies for implementing vocabulary in the classroom. I am observing and hoping to be teaching in a DLI classroom in the future therefore acquiring and understanding language is at the forefront when lesson planning. I have found that in my observations and experience students who understand the vocabulary often better understand the content. So I have chosen strategies to frontload vocabulary as well as included links to a free printable student dictionary that I feel can be useful/modified for all grade levels.]]> 2021-09-06 20:28:41 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1719984271 Abby Wallis abigailwallis910 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1728471439 After watching this video I noticed that the teacher heavily stressed the I do, we do, you do strategies. She modeled what she wanted her class to do as she read to them so that way they could see what a good reader does when coming across new information. 

For her, I do I liked that she read the story first to get her thoughts on the chart and said what she was thinking out loud so the students would know exactly what is going through her head. Then she re-read the story a second time to pull information and start sorting through all the facts. This is exactly what she wanted her students to do for future tasks so she took this opportunity to model it for them. 

 When she was ready she lead them in the we do. She had the class in groups and had them create their chart of what they thought was important from the text. This allowed the students to work together and discuss as peers. The teacher said when the class is working is she never sitting down, she takes this time to walk around and make sure that all students are understanding what is going on. The teacher brought the class back together and they made a chart together to pull all of their ideas together as a class. This allowed the students to share what they felt was important.

For the you do, she gave them a new article to read and create a chart since she just walked them through how she wanted them to work and how she wanted them to think. This allowed the teacher to see what students understand and what students do not understand. The teacher was still walking around listening and helping students if they needed it. 

This teacher did use scaffolding in this lesson. She started reading she was having them look at pictures and pointed out things that they should look for and be aware of when reading. She also did a think-aloud and had them read with a partner to share their ideas about reading. This was giving the students the tools for success so when they were ready to read on their own they could build off previous knowledge that she taught them. When the I do was taking place she was creating building blocks they could use as stepping stones when it was time for them to do it on their own. 

This teacher uses different ways of checking for understanding, she uses pair-share, classroom discussion, group monitoring, asking students if they agree/ disagree, and finally being able to look at the charts that the students turn in. The information that the teacher will learn from checking their understanding is that students are understanding the text and able to organize the information they learned in a chart-like fashion. The teacher will also be able to see that students can pull the main ideas from texts and think critically about what they just read. She will be able to see overall who understands the lesson and who does not. 
Another strategy that I noticed the teacher was using is being that guide on the side, I really like that once she provided the students will the information she really let the students take the spotlight and let their brilliance shine through. 

A strategy that I am sharing dealing with scaffolding that we did not learn about is doing a fishbowl activity. This is a unique activity where half of the class is talking and the other half is listening, there are many variations that can be done with this activity. I like this strategy because it gets kids talking that may not usually talk and get kids that may usually do all the talking to take a step back and listen. I feel as though it is important for everyone's voice to be heard in the class, not just the same three kids that are raising their hands. 

https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl

A strategy that I am sharing about checking for understanding is the 3-2-1 method. the student writes down three things that they have learned in the lesson two questions they still have and one part of the lesson that they enjoyed. I like this for many reasons, first because it is private between the teacher and the student so the student can be honest and not be embarrassed to say that they do not understand something. Secondly, it is nice to hear what they liked about the lesson so the teacher can keep all the kids engaged in future lessons. Lastly, it is good to hear from the student what they still have questions on so the teacher can address them to clear up any confusion. 

https://www.facinghistory.org/resource-library/teaching-strategies/3-2-1



]]> 2021-09-09 15:35:20 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1728471439 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1729918695 2021-09-10 03:29:48 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1729918695 Teaching Observation- Michele Engelbach micheleengelbach644 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1730106601 Michele Engelbach section 3
In the Video I observed the following strategies:
"I do":
1. Use of a Graphic Organizer to model "I do" strategy for her students using the "spoke Diagram"  This tool was used my the Teacher to model how she was comprehending the facts, main idea in the text.
2. "Think aloud"- in this she was inferencing from the pictures and text.  She was also using context clues and modeling her thinking while she was reading the passage to the students before they read it independently.  This technique teaches the students how to look for the clues they need to put on the "spoke diagram".
"We do":
1.  Partner reading: next she used strategies like "popcorn" or switched reading so each partner had a chance to read the text to each other and discus the reading in partners.
2. Checking for understanding (CFU) was used by the teacher in this phase by walking around the room and listening to the students discuss what was happening in the story.  
3. Then she gathered the classes attention and shared what some of the students were thinking about the reading.  
" You do":
1.  "spoke diagram" the students worked in partner to fill out their own diagram.  During this the teacher CFU by listening to the students thinking and walking around the class to observe what was being written on the charts was accurate, if it wasn't then she would intervene and guide their learning to understand the text more.

The scaffolding technique was "I do, We do, You do" as detailed above, she modeled, then added in the students to participate, then gave them the opportunity to show what they learned.   
The Teacher used CFU through out the whole lesson.  ( see notes above)  The Teacher learned what the student understood from the lesson  objective, where their misunderstanding were, then she could decide if she needed to intervene to re-teach, clarify or guide the students to better understand the objective.

 I noticed how she checked for understanding in all parts of the lesson, from the very beginning of direction giving and her '"think aloud" till the very end where the students were showing their "You do" 

The link I liked was this visual from Impact Wales.  I liked the Two truths and Lie, and Traffic light assessment.  I liked how these CFU strategies are fun and get others to participate in like two truths and lie.  And I also love the self assessment activity for the Traffic Light assessment.  I have noticed that self assessments seem to be underutilized in the lower grades and I like how this activity makes easy to understand and quick way for the teacher to see how their students feel about the lesson and objectives.

]]> 2021-09-10 05:17:04 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1730106601 Jordan Martinez jordanmartinez827 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1733129495 The teacher's goal of this lesson was to teach the students how to use the spoke diagram to help them with comprehending readings. Her overall goal is to have the students visually break down the text so they can fully understand what they should be able to comprehend in their reading. Her focus was to show them how to use the graphic organizer so they can use it throughout other reading and writing lessons on their own. The teacher tries to scaffold her lessons by focusing on the I Do, We Do, You Do. 

During the initial portion of the lesson, the I Do, she walks the students through what she would typically do in her own mind when diving into a reading. She has them be interactive as she has the class read along with her initially and then they go back to discuss portions of the text they just read.

During the independent portion of her lesson, when students are given the opportunity to read with a partner she uses this time to check for understanding on a smaller scale within the smaller groups. She utilizes pair-share and group monitoring during this time. She tries to really listen to how student's are thinking when they are having trouble. She makes sure to stay active throughout the independent time so she can help the students stay on track with the goal of the lesson. She is always on her feet walking through the class to see the students' thought processes and if any students need help, she emphasizes the importance of students being vocal about what they're reading and collaborating with other students so she can help guide them. Then she brings the students back together to share aloud as a group through a class discussion. She uses this time to check for understanding of the whole group by making sure that the whole class is on the right track. 

Scaffolding Idea: Utilizing an interactive word wall to get students engaged and begin talking about vocabulary for a lesson. This can be used in all subjects because there is vocabulary associated with all subjects not only language arts. This is a fun way to begin introducing words to students and breaking them down into groups unique for each classroom and lesson. (word wall link)

Check for Understanding Idea: Kahoot! (kahoot.com) This is a variation of the quiz checking for understanding idea by utilizing technology. Especially since many students are more and more familiar with technology this adds a familiar and fun aspect to taking a quiz. It is also interactive so students can see if they got the answers correctly right away. This also makes checking for understanding using a quiz less daunting for students and will give the teacher percentages, so he/she will know what to focus on with next lessons.





]]> 2021-09-12 02:53:14 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1733129495 abigailmendoza795 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1733898451 1. Abigail Mendoza
2. The teacher narrates her thinking out loud for students, writes out her ideas in a graphic organizer as a model for the class, think  aloud, guided practice with a partner.
3. Yes, the teacher used a lot of scaffolding techniques. She used a think aloud strategy to explain the text and reads the text with asking questions in between to get students to start critically thinking. 
4. To check for understanding students wrote their own diagram and the teacher walked around to make sure the students understood the content. 
5. A strategy not listed is narrating your thinking. This strategy shows students that teachers go through a thinking process to learn new information just like them. 
6. "Show and Tell" strategyhttps://gritineducation.com/scaffolding/ 
7. This strategy of "Show and Tell" explains letting students or even the teacher share a drawing or artifact that relates to the new information to help make the new content more concrete and to serve as a visual. ]]> 2021-09-12 15:59:25 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1733898451 HAILEY BOLING https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1734059120 1. Hailey Boling

2.  She uses the "I do, We do, You do" strategy. The teacher starts with using the think out loud strategy to start her lesson. She gave the students what she was wanting them to learn and think about as they are reading. She said comments about the text as she was reading to them. 

3.  The teacher uses scaffolding with I do and We do. While she was reading out load she had them pair-share for the ideas that they may have thought about during the reading. This was there to help them for when they were to read on their own. 

4. The Check for understanding strategies that were used in this lesson were, classroom discussions, pair-sharing, group monitoring, and asking the students if they agree or disagree. The teacher learns what the students are understanding and if the strategy they are using works for that student. She's able to step in and help them while walking around the classroom observing the "I do" part of the lesson.

5. A strategy not listed is thinking out loud, she was making comments out loud to the class as she was reading to them.

6. An interesting idea to check for understanding from the students is "turning the tables", having the students reflect on what they have just learned and ask them to ask you (teacher) questions. Having the students to test their teachers will often result in them want to stump their teacher. So they will come up with some complex questions which shows a higher level of understanding.

7. I choose this because it was something I never never seen be done and it was interesting. It also seems like a fun challenge for the students, I can also see this being done in groups or pairs and it almost being a "competition" to see who can stump the teacher.]]> 2021-09-12 18:35:49 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1734059120 Brianna Navarro briannanavarro514 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1734108507 The strategies that I noticed in the video were that the teacher really was big on the I do,we do, you do. She modeled her expectations to her students by ding exactly what she would want them to do. She modeled what a good reader would think in her head while reading. She then uses a chart (graphic organizer to follow up on what she was reading. After the we do they come together so the teacher can make sure they are on track. Lastly on the you do they do it 
independently.
Some ways that the teacher scaffold the content was by some of the ways of reading she chose to do in her classroom (reading alone in their head, choosing someone to read, and choral reading). The teacher also gave feedback to the students during their group discussions. 
Some of the things that the teacher did to check for understanding was she walked around the room and asked follow up questions regarding the lesson through it. She made sure they can tell what they main idea is and that the students are understanding the text they are reading. 
I did not really notice anything outside of what I read in the articles. 

Something I found for teachers to use as a strategy to scaffolding through pictures was to look at the visuals and record details through a organizer and it also includes details from text to support inferences of the images. 
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/grade4elascaffoldingguide.pdf


]]> 2021-09-12 19:29:45 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1734108507 Delzy Samudio- Checking for understanding https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1734657157 5 strategies for checking for understanding are:
1. Feedback
2. Manipulatives (flip cards)
3. Responce strategies (Thumbs up, down, to the side.)
4. Open and closed ended questions
5. peer to peer evaluation (students who are confident in content can help those who are not.)

Teacher scaffolding was done in this video by applying the strategies above. The teacher began her lesson by modeling her thinking. She then had the class read together and talk about the content. she would repeat what students said and discussed misconceptions for clarity. The teacher would ask questions and walk around the class as she checked for understanding. 

https://helpfulprofessor.com/guided-practice/

What stood out to me about this article was Vygotsky's zone of proximal development. When I think of scaffolding this is what I recall. we have read and seen in many of the videos the importance of assessment and knowing each student level. Vygotsky's theory teaches us that we should not make the assignments/ lessons to easy that students are not being challenged and we shouldn't make them to difficult that students will fail. Understanding ZPD and what we have leaned in this module will help us become better planners and presenters in the classroom. ]]> 2021-09-13 02:18:09 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1734657157 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1734722183 1. Vanessa Tirado
The strategy that the teacher was using was I do, We do, you do. Throughout the lesson she molded the thinking process she wanted her students to use. She also used graphic organizer to keep facts in line. While reading she molded what a good reader is. This means she said out load what she was thinking. Her thought process was shared throughout the lesson so her students could see what a good reader is thinking about. The manipulative that was used was a graphic organizer. Students were able to keep facts aliened throughout their reading. Something that the teacher can do for more understanding is a padlet activity or kahoot activity. The teacher can not be every where at once and she might miss some students when checking for understanding. These platforms will help her see what areas students need help in. ]]> 2021-09-13 02:44:11 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1734722183 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1735223639 https://theowlteacher.com/scaffolding-strategies/

Barbara Gonzalez
The strategies I identified were modeling, using visual aids (spoke diagram) to help students learn what they should be thinking about what they read, and asking them questions while they were using the I do, we do, you do method. She scaffolded content by using graphic organizers to break down the text to figure out the main idea and the sub points. She also walked around in the classroom to make sure her students were on the right path with their comprehension and thought processes. Formative assessment helped the teacher measure student learning for the purpose of deciding what and how to teach next. In this lesson, the teacher checked for understanding by asking questions to gauge understanding. She used speech out of the three options which are writing, speech, and drawing.
The resource I shared not only provides a ton of ways to scaffold, but it also gives tips for new teachers and that is why I chose to share it.
]]> 2021-09-13 06:45:45 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1735223639 Alicia Carr - Checking for Understanding aliciacarr712 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1735335597 1. Alicia Carr

2.  She used the I do, we do, you do strategies. An I do strategy was the spoke diagram. She modeled her thinking for the students. We do strategies included partner reading, chorally or popcorn style. Students completed their own spoke diagrams for the I Do portion of the activity

3. This teacher used a lot of scaffolding thoughout the lesson. She broke down the lesson step by step, and asked questions to guide students thinking.   

4. The teacher checked for understanding by walking from group to group to answer questions and guide thinking, by facilitiating classroom discussion, and by having students create their own spoke diagram. 

5. Thinking out loud

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

7. I love signaling as a way of checking for understanding. Fist to five is a strategy that i hope to implement in my classroom because it is quick, and easy for students to undertsand. It helps me read the room and is fairly private since the students are keeping their hand to their chest. I also really liked the idea of students composing a tweet about a topic in 140-280 characters. That would be a lot of fun!]]> 2021-09-13 07:41:23 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1735335597 Post benjaminlinares342 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1752866663 The lesson structure is based on explicit instruction, and I do, we do, you do. Some of the scaffolding strategies I noticed were thinking aloud, diagram thinking, popcorn style, and talking topics related to the lesson. All these strategies help guide the student to meet the objective. I notice classroom discussion and the teacher going around to check in with the students for checking and understanding. I also saw the teacher asking the students to fill out the diagram as a whole class. This way, it helps the teacher get a sense of what the students learned. 

Plickers.com - Link: This is a website that gets one started to sign up. It is an application that helps check for understating and can be used for a formal assessment. This application was mention in one of the videos. I have not used it becomes but it seems like a great tool. 

]]> 2021-09-20 03:58:51 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1752866663 Ricardo Morales Flores ricardomoralesflores321 https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1866313082 The teacher used I do, we do, you do strategy. She used scaffolding during her instruction.  She also walked around to check for understanding as the students worked in groups. She also used the think out loud strategy to at the beginning of her lesson.  To check for understanding the students wrote their own diagram to better understand the lesson's content.

I chose this resource because I really enjoy the creative way to check for understanding. They suggest to use technology and even to do students polls! There are strategies called curtain calls and get up and move. This article is simple to understand with very creative strategies for CFU.]]> 2021-11-04 02:13:43 UTC https://padlet.com/susan_sigler/uyws6zhippi5rtht/wish/1866313082