What is Scaffolding? – Lesson Planning Tips From A Pro

back bike wheel against rainbow wood One of my go-to lesson structures is scaffolding. You have likely (or will likely) hear about it at some point, though it might have a different title.

So.. what is scaffolding?

Think of learning to ride a bicycle. Your experience probably went something like this: First, you observed somebody else riding the bike. Maybe he or she explained the process to you of balancing, pedaling, and using the breaks. Then, the person helped you by holding the bike upright while you got the feel for it – the weight of the bike, the way the pedals propelled it, how much pressure you’d need to bring the machine to a stop. Eventually, the person slowly let go, little by little, until you could do it on your own.

That’s scaffolding!  I do, We do, You do. Three simple steps.

Below, I’ve mapped out the process with a specific grammar lesson (differentiating between phrases and clauses) in italics. 

Every Teacher, Every DayI do. First, demonstrate the new skill by working through an example and model your thought process out loud. Students are mostly observing and maybe taking notes, depending on the age/level/skill being taught. Encourage questions.

Look at this group of words: “into the house.” Is it a phrase or a clause? Well, I know that while both phrases and clauses will include a group of words, I also know that a clause must have a subject and a verb. This one does not have a verb, and while it does have a noun, it is not a subject. So this must be a phrase, not a clause. Here’s another one: “Bailey went into the house.” Well, now I see that a subject (Bailey) and a verb (went) have been added to the phrase. Since all clauses have a subject and a verb, this one must be a clause! Does anyone have questions about what I just did?

Every Teacher, Every DayWe do. Now work through several new examples with the students, asking for their input along the way. Guide them and remind them of the thought process you modeled earlier. Repeat and reteach as needed. The trick is being sure everyone is participating and gaining true practice. I like to embed techniques such as “turn and talk,” where every student comes up with an answer and shares it with a neighbor before discussing it as a class. It lowers the pressure while still allowing everyone to give it a shot. 

Let’s try one together: “Sammy ran five miles.” Is it a phrase or a clause? Keep in mind what defines a phrase vs. a clause.Tell your neighbor what the difference is between the two. Remind me what that difference is. Now look over the sample again and write down on your white board what you think it is – phrase or clause – and why. Discuss your answer with your neighbor. [Cold call on someone to give the answer. Redirect if needed. Repeat the “We do” step until they are ready to move forward.]

Every Teacher, Every DayYou do. When you feel they’re ready, give them some independent practice; this could be a worksheet, workbook page, or samples you write on the board. Observe and assess (informally) as they work – and put your eyes on each student’s attempts. Redirect as needed. Reteach if necessary.

Now I’m going to give you some to try on your own. [Ex. a worksheet or workbook page.] While you’re working, don’t forget to always keep in mind the difference between a phrase and a clause; don’t just guess by looking at the words!  While you’re working, I’ll be coming around to see how you are doing. Make sure you ask questions if you need some guidance! I am still here to help.

front of a bike with a basket While the above lesson is related to a grammar skill, you can try this with any skill in almost any subject: mapping rhyme scheme in poetry, finding the hypotenuse of a triangle, composing a topic sentence, regrouping in subtraction, converting from metric to standard forms of measurement, using a scale to weigh liquids, the list is endless.

Now–there are many lessons in which scaffolding won’t be your best option, and you should always be open to trying other lesson strategies. But for new skills, I think you’ll find that scaffolding will be a reliable old friend in your classroom.

 

 


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2 Comments

  1. When a Lesson Plan Goes Wrong on February 16, 2022 at 2:54 pm

    […] Use class time to revisit and rework commonly missed items, providing plenty of scaffolding.  […]

  2. […] may be a little old-school, but the “I do/we do/you do” structure is such an effective approach when introducing something brand […]

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