What is one challenge that you have experienced or may experience in incorporating scaffolding and differentiation strategies into your teaching context? by School of Global Access https://padlet.com/SchoolofGlobalAccess/x8yk39v3ssb0 Click on the pink circle in the bottom right corner of the wall to add a post. Please add your name to your post. en-us 2018-10-30 17:13:33 UTC 2026-02-12 19:00:40 UTC hello@padlet.com Time. I often feel there's not enough time to properly scaffold and differentiate for all students. Therefore, class planning becomes an exercise in which strategies will bring the maximum result in the shortest period of time, and much that I would like to do, that would benefit the lower learners especially, gets tossed out the window or, if possible, assigned as independent homework (which weakens the purpose of supporting them directly). https://padlet.com/SchoolofGlobalAccess/x8yk39v3ssb0/wish/963919022 2020-11-26 16:42:09 UTC https://padlet.com/SchoolofGlobalAccess/x8yk39v3ssb0/wish/963919022 Time and Learner's Impatience https://padlet.com/SchoolofGlobalAccess/x8yk39v3ssb0/wish/966051669 I completely agree that time is a major issue.  I prefer to teach than to assess but we have a lot of responsibility around assessment.
A lot of the impatience issue is mine.  I try to encourage and model getting along with others in a team but I become frustrated quickly when the learners do not.   For this topic, I often find lower learners do not want to accept  differentiated  material, even though it is more suitable for their learning.   Many do not want to stand out in this way.  There are ways around this; for example I do provide both materials to all students in this situation.  However; for me this issue is a challenge.  If they feel shamed, I will let them tackle the material that may not be suited to them.


]]> 2020-11-27 17:13:27 UTC https://padlet.com/SchoolofGlobalAccess/x8yk39v3ssb0/wish/966051669 Time, Definitely Time. This is the most important element to deal with when trying to scaffold or differentiate in the class. It takes time to manipulate the material, it takes time to present the material, it takes time to move successfully through the whole process. Perhaps if it becomes part of the routine of addressing reading or writing, then it's possible not to fixate on the time factor. Being online also changes the relationship with time. I find activities takes much more time, and it's very difficult to go faster because not everyone's technology is working (especially when my signal is weak). In the online environment I have found that it's safer and more productive to direct activities at a much slower pace. But this means less time to break lessons down into meaningful bites. https://padlet.com/SchoolofGlobalAccess/x8yk39v3ssb0/wish/969392167 2020-11-29 21:54:10 UTC https://padlet.com/SchoolofGlobalAccess/x8yk39v3ssb0/wish/969392167