Meaningful Instruction to Improve Student Achievement

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Module 1

In this module:
  • Module 1 Introduction
  • Topic A
  • Making a Difference
  • Aligning to Student Needs
  • Student Interests
  • Blooms Taxonomy
  • Formative Instruction
  • Metacognition
  • Topic A Activities
  • Topic B
  • Instructional Goals
  • Active Engagement
  • Gradual Release Model
  • Topic B Activities
  • Topic C
  • Instructional Strategies
  • Explicit Instruction
  • Scaffolding
  • Modeling
  • Simulation
  • Project Based Learning
  • Topic C Activities
  • Topic D
  • Creating Differentiated Instruction
  • Differentiated Learning
  • Creating Differentiated Instruction
  • Learning Styles
  • Topic D Activities
Standards Aligned System: Meaningful Instruction
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  • Overview
  • Topic A
    • Topic A Introduction
    • Aligning to Student Needs
    • Student Interests
    • Bloom's Taxonomy
    • Formative Instruction
    • Metacognition
    • Activity A-1
    • Activity A-2
  • Topic B
    • Topic B Introduction
    • Active Engagement
    • Gradual Release Model
    • Activity B-1
  • Topic C
    • Topic C Introduction
    • Explicit Instruction
    • Scaffolding
    • Modeling
    • Simulation
    • Project-Based Learning
    • Activity C-1
    • Activity C-2
  • Topic D
    • Topic D Introduction
    • Differentiated Learning
    • Creating Differentiated Instruction
    • Learning Styles
    • Activity D-1

Scaffolding

Scaffolding

In Topic B we learned that the Gradual Release Model is an instructional methodology to support students as they become independent, self-regulated learners. Scaffolding is an instructional strategy that can be used to temporarily support students as they master parts of the instruction.

Scaffolding enables students to master what is being taught piece by piece, thereby building one instructional element to introduce another. The supports are removed as students master each concept and can demonstrate the competencies.

To scaffold a lesson, think about how you might divide or "chunk" it into component parts. Then organize these parts so they build off of and support each other as you deliver the lesson. Start with basic concepts and then gradually introduce new concepts that build upon those ideas. By knowing your students you can use their prior knowledge as a foundation in which to scaffold a lesson. In this way the supports that you provide can be differentiated based on student knowledge, interests, and needs.

Scaffolding allows students to learn complex information and master difficult tasks one step at a time. For example, by using controlled practices, students can work on one skill, and once they feel comfortable with it they can work on the next skill. In this way the learning becomes natural to them. As the teacher gradually removes the support, the students will continue to actively learn as they further develop the skill on their own.

Scaffolding can be seen as a metaphor for the way teachers hold learners accountable for high expectations while simultaneously supporting them to reach those expectations. Vygotsky explains that “scaffolding requires the teacher to provide students the opportunity to extend their current skills and knowledge.” The teacher must engage students’ interest; simplify tasks so they are manageable, and motivate students to pursue the instructional goal” (Hausfather et al., 1996).

When the learning hurdles are high, teachers can help students find success by providing extra scaffolding to help them bridge the gap. They can also use their knowledge about student interests to further motivate and engage students who might otherwise find a task overwhelming.


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Overview • Topic A • Topic B • Topic C • Topic D

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