Scaffolding for impactful instruction
Explicit Instruction features a continuum of supports, or scaffolds, where students are guided through the learning process while the responsibility for learning is gradually released from the teacher to the students. Although the concept of scaffolding hearkens back to 1976, (Puntambekar, 2022), Douglas Fisher and Nancy Frey (2023) continue to find the concept of scaffolding elusive and difficult to determine if and when teachers are scaffolding learning in the classroom. Effective scaffolding can, “unlock the learning for students, and they make gains in their understanding (para.2),” however, ineffective scaffolding could reduce a student’s interest in developing their ideas, information, and the challenge of learning (Fisher & Frey 2023).
Fisher and Frey (2023) identified steps that teachers can use to ensure that scaffolding will achieve the desired results. First, students should begin a task with a mental model of what a successful outcome looks like. Next, goals are aligned with the mental model, as shown by rubrics or other tools for students to understand the next steps. Finally, teachers need to determine when and where to use scaffolds: front-end, distributed, or back-end.
Front-end scaffolding may include frontloading information, reducing the difficulty of assignments, or pre-teaching vocabulary. Fisher and Frey (2023) caution against overreliance on front-end scaffolds by providing too much information and reducing the rigor of assignments.
Distributed scaffolds support students while learning is taking place. Teachers can, “question, prompt, and cue students as they encounter challenges (Fisher & Frey, 2023, para.9),” which can assist students with moving forward in an assignment without removing the need to think through a process.
Back-end scaffolds can be used to ensure that learning occurs. Graphic organizers, study skills, and immediate feedback help to solidify skills and guide students to the next steps. Most importantly, educators need to learn how to “fade” and then remove the scaffolds once mastery has occurred and students are ready to stand alone (Fisher & Frey, 2023).
What could scaffolding look like in your classroom? Anne Beninghof (2023) provides an example of scaffolded summarization with sticky notes:
1. Choose an interesting three-paragraph text at the student’s reading level.
2. Provide the student with sticky notes.
3. Read the first paragraph aloud and perform a think-aloud about how to summarize the main idea in five words or less. Write the words on a sticky note and stick it in the margins next to the paragraph.
4. Guide the student to read the second paragraph and then work together to summarize in five words or less.
5. Ask the student to do the third paragraph independently. Provide appropriate feedback.
6. Direct the student to reread all three sticky notes in order. Model how to combine the three ideas into one summary statement.
7. Repeat the process with other texts, gradually reducing the support. Add longer texts as the student becomes more successful.
References
Beninghof, A. (2023, August 24 & September 6). How to create and deliver specially designed instruction for the inclusive classroom. [Online Workshop]. Radford University, Radford, VA, United States.
Fisher, D., & Frey, N. (2023, February 23). One key to unlocking learning: Educational scaffolds. Corwin Connect. https://corwin-connect.com/2023/02/one-key-to-unlocking-learning-educational-scaffolds/
Puntamebekar, S. (2022). Distributed scaffolding: Scaffolding students in classroom environments. Educational Psychology Review, 34(1), 451-472.
For more information, contact Mary Dodson, ([email protected]), Program Specialist, T/TAC at VCU.