Scaffolds: Building, Supporting, Growing, Innovating

(Thank you Mandy for sharing this quote!)

 HAPPY NEW YEAR!

This is the first blog entry after our return from a well deserved break.  As you may recall Dr. Mausbach visited our building on the the 19^th of December.  This blog is the result of that visit.  It includes some food for instructional thought and a question to reflect upon in the comment box.  Please make sure you've also read Dr. Mausbach’s entry. 

Your work and dedication hasn't gone unnoticed. Each and every one of you are rising to the occasion and have shown tremendous growth over the course of the half year.  WHAT A TEAM!

What are Scaffolds in the classroom?    

Similar to the scaffolding used in construction to support workers as they work on a specific task, instructional scaffolds are temporary support structures you put in place to assist students accomplish new tasks and concepts they could not typically achieve on their own. As students begin to demonstrate task mastery, the assistance or support is decreased gradually in order to shift the responsibility for learning from the [instructor] to the student.  This is a common understanding and one which will be the catapult to higher levels of achievement for your students.  One of the main benefits of scaffolded instruction is that it provide for a supportive learning environment.   Instructors are caring and interested in helping students learn. Students are free to ask questions, provide feedback and support their peers in learning new material.  Instructors who use instructional scaffolding become more of a mentor and facilitator of knowledge than the dominant content expert. This teaching style provides the incentive for students to take a more active role in their own learning. Students share the responsibility of teaching and learning through scaffolds that require them to move beyond their current skill and knowledge levels. Through this interaction, students are able to take ownership of the learning event.

     The need to implement a scaffold will occur when you realize a student is not progressing on some aspect of a task or unable to understand a particular concept. Although scaffolding is often carried out between the instructor and one student, scaffolds can successfully be used for an entire class. The four points below provide a simple structure of scaffolded instruction:  (This will look incredibly familiar to you! Think Fisher and Frey)

First, the instructor does it.

In other words, the instructor models how to perform a new or difficult task, such as how to use a graphic organizer. For example, the instructor may have a partially completed graphic organizer on an overhead transparency and "think aloud" as he or she describes how the graphic organizer illustrates the relationships among the information contained on it.

Second, the class does it. 

The instructor and students work together to perform the task. For example, the students may suggest information to be added to the graphic organizer. As the instructor writes the suggestions on the white board, students fill in their own copies of the organizer.

Third, the group does it.

Students work with a partner or a small cooperative group to complete a graphic organizer (i.e., either a partially completed or a blank one).

Fourth, the individual does it.

This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly” (Ellis and Larkin (1998), as cited in Larkin (2003)).

Vygotsky’s pictoral model:  

(Remember him from your Ed. Psych. Class?) ZPG (Zone of Proximal Development)

Where can we see examples of strong scaffolding at Wilson?

Student work Displays as scaffolds: 

Sawicki's 6th grade Language Arts Classroom (Room 415)

This student work display demonstrates a scaffold of process.  When interviewed a student in the classroom said when asked about how this display helps her, "This is so great.  I have to be gone for a bit and when I return I can just look at this and know what to do." She added, "I don't have to ask the teacher, I can help myself."  

• Student work shows that student has taken responsibility to assess their own comprehension/understanding (math, literacy, social studies or science).
• Student work display in classroom or hallway includes rubrics and feedback from teacher/student
• Student uses display to help self-regulate or as a tool to help in their learning

Stark's 8th Grade Science Classroom (Room 315). 

 This display is an example of how two curriculum can merge and create a rigorous and inviting task that will allow students to inquire and apply learning.  This photo shows a clear example of the look for under Rigor: Students can communicate in meaningful ways that incorporate critical thinking skills with the process and product in a variety of groupings. Mandy has developed and inquiry based task that asked students to develop a persuasive essay based on what they had learned in Carrie Nepple's language arts classroom. Mandy became the facilitator of knowledge with students taking ownership of their own learning.

Questioning as a scaffold: Look For [Student engagement can be measured by their response, active or passive, to the instruction given.(literal, visual, or verbal)]

Sometimes the best lesson is one which doesn't go exactly perfect.  Recently I observed a literature discussion group in which the students were needing the teacher to prompt and redirect back to the topic. They needed frequent reminders of the instructional prompt and rules of protocol within the group.  Afterward the teacher said to me, "I wish you could have seen the group from 3/4.  It was fabulous.  Every students seemed to be on."  "It was so terrific I took out my phone and recorded it."  I replied that I wished that I had recorded the one I just observed.  It reflected that the teacher was focused on the learning and guided the students through prompting or questioning. 

 Here are a few examples of how you could use this method to scaffold your student learning:  A physical or verbal cue to remind—to aid in recall of prior or assumed knowledge. statements and questions such as “Go,” “Stop,” “It’s right there,” “Tell me now,”  “What toolbar menu item would you press to insert an image?”, “ Tell me why the character acted that way.”  Incomplete sentences which students complete: Encourages deep thinking by using higher order “What if” questions. 

Prompt for reflection in the comment box:

What is a scaffold that you've found to be most effective?  

How did you know?

Witnessing the Work: A Privilege

Champions know that success is inevitable; that there is no such thing as failure, only feedback. They know that the best way to forecast the future is to create it.

Michael J. Gelb

The purpose of this post is to provide feedback regarding the recent supervisory walkthrough that I conducted with Kim Kazmierczak at your school.  For those of you that have been in the district the past six years you know that I do not typically provide feedback to you directly after these walkthroughs, your principal does this. The reason I have not provided feedback in the past is because the supervisory walkthrough is an opportunity for the principal and I to review the implementation of your school improvement initiatives. This process provides concrete help for principals regarding teaching and learning at their school.  The complex demands of the principalship require this type of “coaching” relationship.  Bottom line: supervisory walkthroughs are designed to help the principals lead their school. However, the Humanex data indicated that teachers would like direct feedback after these events and upon reflection I couldn't agree more.  Feedback is an essential element of effective communication and helps us reflect on our practice so here it goes….

The focus for the walkthrough was around your look fors of on-task and ownership, specifically the indicator related to student displays of work. I know that Kim is going to provide specifics on examples of what we saw so rather than be redundant I want to share my overall impressions about the work I observed at Wilson.

While many of you were administering district assessments we were still able to discern a lot about the learning at Wilson as we closely analyzed work displays. These displays communicated what is valued in your school and three themes emerged. 

First,  it is clearly evident that you value writing and not just writing for writing's sake, but as a response to reading and thinking. Someone once said writing is thinking on paper. If we want to help our students get to deep levels of comprehension they have to engage in writing, which is why it was so exciting to see students writing in social studies and science.  The volume of writing included with your student work clearly communicates that the focus is helping our students think deeply about important content. 

Second, I also learned that Wilson teachers value not only the "what" of learning, but the "how".  This is demonstrated by the many displays of student work that include the process involved for the learning. The use of graphic organizers are everywhere and they indicate that as a school you collectively understand that students need to not only learn content, but may need a process to help them think about and organize the information. Providing graphic organizers as a support that help students get to the big curriculum concept are a great scaffold for our students. 

Finally, I learned that you understand the power of feedback.  A large number of displays included feedback for students on sticky notes. While a time consuming practice the dividends for student learning are tremendous. It is difficult to improve if you don't know what your strengths and weaknesses. I know you have identified formative assessment as a strategy for your school improvement plan and from the displays it is evident that you have started this important journey. 

As you may have noticed besides looking at student displays of work I like to talk to students. The reason for this is because both the displays and students’ voices communicate the learning. We can’t hit every moment of great instruction so looking at work and talking to students help tell the story about learning in your classroom and school.  What I learned from your students is that they think Wilson is a safe place to be where students are respectful to each other and teachers care about their learning. I wish we could have captured the looks on a couple of students faces when they talked about their working that was displayed. Truly priceless.  

One of the best parts about my job is conducting walkthroughs as it provides me an opportunity to see the real work that is happening in our classrooms, both by teachers and students. I know that your work is complex, but it is evident by watching you in action that you are up to the challenge. Thanks for all of your hard work. It is making a difference that is visible throughout your school.

Enjoy the holiday season with your family.

Student Work Displays. "If you Build them..."

Student Work Displays

Display to focus on teaching and learning.

Student Work in Phases with Feedback

"I Can" Chart

          




          A great example of a student work display is one that demonstrates the process of reading, language study and writing. The teacher's use of wall space as a portfolio indicates an understanding of how language-based behaviors influence comprehension. The unique approach is worth noting. This display illustrates how a teacher can use the curricular GLEs and 'I Can' statements that weave into a deeper connection of comprehension, persuasion and voice in writing.   This eighth grade example is one which you should find and review.  It clearly outlines the process and the teacher has given specific feedback throughout.  Student work is staged and you will clearly see how students independently uncovered the information to form a persuasive argument.  The work and teaching are authentic and engaging.  I look forward to reading the final pieces once they are displayed.
It would be easy and quite direct to teach the individual skill of comma, equivilency or organelle. However, that would be a surface structure and we are after deep structures!  The students discovered how a writer uses persuasive technique and organization to convince his/her audience of their purpose.

 Student Work  displays that teach and self-regulate

Social Studies Outlining Note Display

         This display can be found in a social studies class.  Student work displays can be an area where students can find answers to questions independently.  The teacher explicitly describes the process through a co-constructed chart and specific description.  The student work to the left of the description has ties to areas of the rubric that demonstrated quality.  It's a clever way to give feedback and point students in the direction to help themselves when taking notes or completing inquiry.

It's the Feedback that makes the difference

Feedback to reinforce and lift

          Feedback can be easily overlooked.  It is the critical ingredient for a student work display.  Students can reflect on the feedback and know what is it that made this piece quality and how can it be improved.     These two examples, 7th grade math and 8th grade science, illustrate that feedback can come in many forms.  These teachers found their own voice and made it work for them and their students.

Answering a feedback question

I've been in every classroom looking at student work.  I found that 100% of the classrooms 6-8 had a display.  Two were under construction and will be finished.  There are sixteen examples that are exemplary.  There are examples to be found in the exploratory classrooms also.  You should find you way to guidance, business and spanish to see them.  They are also a unique representation of the work students do in those classrooms.  If you haven't gotten a display up please remember that we all teach and student work display is how we demonstrate the value and purpose of instruction.

          During professional development you will be asked to look  for the eleven and give the teacher positive feedback.  You will find that you will see that no two are exactly alike but each have their own unique flavor and the teacher made sense of it.  

Don't just tell me; show me!" YOU DID THAT! Congratulations!!  I'm very impressed with the level of implementation.  Thank you.

Reflect on your student work display. Use it as an opportunity to analyze your practices and work to implement at deeper levels during this genre study.

Prompt for response: Reflect on what have you planned this week that demonstrates the integration of strategic learning behaviors and it's influence on curriculum. What evidence are you collecting and how will you know kids are reaching your target?