Scaffolding and Differentiation
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"I love the way Ms. Waite teaches English, like, I understand it well now. Before English wasn't my strong suit but now I feel much more comfortable with it. Much appreciation."
- Daeshantee a former student |
While scaffolding and differentiation are similar by meeting students where they're at (and using knowledge of students to apply them), they are also different.
Scaffolding breaks the material/learning into chunks for the students and offers the student some sort of tool to use when working. Differentiation is providing different assignment(s) or assessment(s) for different students based on their needs. On this page, I have examples of scaffolding and differentiation that I do with my students. Scaffolding
To download any of the files in a Word format, please click on them.
The following three images show how I scaffold annotations and close readings. I first walked the students through a think aloud on the board as they wrote down my annotations on their paper. Then, in groups, they collaborated on completing the annotations on butcher paper. Then, students complete annotations/close readings on their own. The following scaffolding technique is one that accesses prior knowledge. In groups, the students draw three boxes on their paper. I first showed the students an image and the students responded to it: what did they see/notice, what did they think, etc. Then, I showed students a related video and in the second box they responded to the video. Lastly, each student in the group received a different article (differentiation) and once done reading it, they shared out with their group. They then made their final notes based on their readings in the third box. We then discussed as a class. This particular assignment was used as one of the assignments that introduced our unit and required students to explore their possible prejudices and then the reality of situations that we sometimes overlook based on prejudices. The following assignment had multiple layers of scaffolding. First, students were reminded of Point of View and practiced that. Once point of view was clarified (and the point of view/s in Monster were identified), students explored Steve and his reliability. This assignment was looking at point of view from a first person narrator and how we have to be aware of that when we're deciding if we trust the character. Once students explored Steve's reliability and decided on how they felt about it, students used this information to setup a claim (providing evidence and reasoning) as to whether or not Steve was innocent. The final assessment (creating a well supported claim) required the scaffolding of the factors that would help them decide on/support their claim. Differentiation
I use data to differentiate. I look at what students are struggling, where they are struggling, and consider the instruction that will fill those gaps.
To read about a time that I differentiated instruction for a student, including the assessments I used and reflection that led to the instruction I gave, please visit this artifact in my Master's portfolio. In addition to structured, data-driven differentiation, I will oftentimes differentiate through choice. To download any of the files in a Word format, please click on them. This assignment is both scaffolded and differentiated - students have choice in regards to their journal topic. They also have choice in the claim they are creating for their paragraph, as long as they are learning the information provided in the documentary and using it to provide evidence to support their claim.
This is a bingo board that the students had for the entire semester unit (the assignments were due at the end of the semester). Each of the assignments that the students could have chosen from apply critical thinking/higher order thinking skills.
The students had to choose five of these assignments as they would on a bingo board (five down, five across, etc.). By doing this, the students would have to choose some assignments that also incorporated Common Core State Standards. The students were able to choose which group of five they would do, and then they were able to apply to it to any of the texts were read that semester (as long as the question applied to the text). The students were all expected to show master of the item they chose, however, giving them choice created more investment/engagement and differentiated the standards for students. When students worked on the background knowledge activity, their groups were given different articles for each student to read - this differentiated the reading material at appropriate levels for the students in the group. Each article was about the same topic, but at a more appropriate level per student. The students were then able to talk about the information.
For the project in my semester 2 project based learning unit, the students published a book. The students were required to write a persuasive essay, poem, and short story, however, there was differentiation within this project as well. Students had choice on topics for all three writing assignments, so long as they demonstrated understanding of the components of each writing assignment (for example: arguments and evidence in the essay, poetic devices in the poem, characterization and plot structure in the short story). Students had rubrics that they followed for each assignment, and the rubric was used when giving feedback and scoring. Then, we did not write the assignment and leave it. I wanted the students to realize the value of revising and editing. This assignment was also differentiated by allowing students to choose the piece they were interested in fixing up the most (some students chose the essay, some the poem, and some the short story). We spent a week revising and editing the piece, and then students submitted that one for consideration for publication. |