Objectives with Scaffolding Strategies

This mindmap explores scaffolding strategies for a variety of students with different learning styles and other challenges.

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Objectives with Scaffolding Strategies by Mind Map: Objectives with Scaffolding Strategies

1. Why Scaffold?

1.1. Scaffolding supports students as they develop their ability to learn.

1.2. Using a tiered approach opens teacher tool boxes to help all students in the classroom, not just students identified as requiring extra help.

1.3. Scaffolding can greatly help students develop skills, but needs to be done in moderation and at the same time provide a challenge to students so that the scaffold isn't in place forever.

2. By the end of the third week of the unit, all students describe the process of categorizing a relevant text or class material with 100% accuracy based on the guidance sheet provided.

2.1. English Language Learners

2.1.1. Modified text

2.1.1.1. ELLs use a modified worksheet alternating sentence starters and fill-in-the-blank options dependent on level of English.

2.1.2. Alternate analysis

2.1.2.1. Give students the option to analyze videos or pictures using the Histrical Society worksheets as well as text-based documents.

2.2. Different Learning Styles

2.2.1. Alternate analysis

2.2.2. Target creative writing skills

2.2.2.1. Get students to write a postcard from the point of view of one historical figure to another.

2.3. ADHD/Autism

2.3.1. Chunking

2.3.1.1. Break down the worksheet into separate and manageable parts.

2.3.2. Break up tasks with Brain Breaks

2.3.2.1. Give students permission to take "brain breaks" and re-focus energy so they can be more productive during other work times.

3. By the end of the second week of the unit, all students distinguish between facts, opinions, and reasoned judgements with 100% accuracy in text and media-based materials.

3.1. English Language Learners

3.1.1. EAL teacher support

3.1.1.1. Teacher circulates the classroom, offering extra instruction to all students with EAL support and student strategies specifically in mind.

3.1.2. Group work

3.1.2.1. Grouping students randomly can help solidify vocabulary understanding and improve ELL interactions.

3.2. ADHD/Autism

3.2.1. List activities for the day

3.2.1.1. Before students come to class, list the class activities for the day. Students can refer back to the board during lecture or activities and know what is going to happen next.

3.2.2. LRC Push-in help

3.2.2.1. Students with special needs receive help from a member of the Learning Resource Center at the school. The LRC team member should circulate and provide assistance to all students so as not to create a stigma around seeking and getting help in class.

3.3. Different Learning Styles

3.3.1. Use visual learning tools and assessments.

3.3.1.1. Students access a websites that highlights and analyzes texts according to definitions to make it easier for students to pick out those definitions on their own.

3.3.1.2. Get students to create a Venn Diagram comparing vocabulary and definitions.

4. By the end of the unit, students demonstrate the ability to analyze sources and determine use in class activities with 100% accuracy.

4.1. English Language Learners

4.1.1. "Homework Club"

4.1.1.1. Students are able to seek after-school help in the LRC for any level of work for any class.

4.1.2. Student-driven project-based summative assessment

4.1.2.1. ELL students can learn a lot from their peers through group work.

4.2. ADHD/Autism

4.2.1. Chunking

4.2.1.1. Break final project into reasonably sized project portions with regular feedback and check-ins to make sure students are on the right track from the beginning.

4.2.2. Teach coping skills

4.2.2.1. All students can benefit from some lessons around study and dealing with workloads. By integrating this into group projects or activities, students also have a social checkpoint to improve learning time for future assignments as well as the current one.

4.3. Different Learning Styles

4.3.1. Student-driven project-based summative assessment

4.3.1.1. Students can assign tasks in a group and rotate rolls.

4.3.1.2. A visual project such as a display board comparing two sources on the same topic will get the students to take sources off the page and project them in a visual context.

5. By the end of the first week of the unit, all students can identify facts, opinions and reasoned judgements with 100% accuracy in materials provided and assigned.

5.1. English Language Learners

5.1.1. Visual Supports and Graphic Organizers

5.1.1.1. Create a visual definitions chart for definitions that students can refer back to.

5.1.2. Modified text relating to key words - Fact, Opinion, and Reasoned Judgement

5.1.2.1. Modify assignments by using prompt sentences

5.2. ADHD/Autism

5.2.1. Use timers to complete lesson portions with specific goals for each timespan.

5.2.1.1. Visual countdowns on the board give students a constant reminder of the amount of time they have used and have left. The timer going off signals a transition beginning.

5.2.2. Alternate lectures, silent reading or other seated activities with activities that involve movement.

5.2.2.1. "Zipper" Assessment get students discussing definitions and working on their feet.

5.3. Different Learning Styles

5.3.1. Summative and formative assessments that engage visual learning

5.3.1.1. Students can make an infographic to illustrate definitions.

5.3.2. Activities that engage kinesthetic learning.

5.3.2.1. "Zipper" Assessment get students discussing definitions and working on their feet.

5.3.2.2. "Four Corners" gets students to move around the room to get definitions.

6. GRADE: 7

7. STANDARD CCSS.ELA-Literacy.RH6-8.8 Distinguish among fact, opinion and reasoned judgement in a text.

8. SUBJECT: SOCIAL STUDIES 7

9. By the end of the unit, all students select the most appropriate sources from an variety of options from provided resources with 100% accuracy.

9.1. English Language Learners

9.1.1. Tier assessments

9.1.1.1. Give different texts to relate and compare based on language and reading level.

9.1.2. Group work

9.1.2.1. Get students to compare texts as a group using an established step-by-step analysis project.

9.2. ADHD/Autism

9.2.1. Use Prior Knowledge

9.2.1.1. Use review tools to help students understand the link between previously established skills and knowledge and how they relate to what they're learning now.

9.2.2. Visual timetable

9.2.2.1. Students with more moderate needs may need a visual timetable at their desk to keep them on task and focussed on what has already happened that session, what is happening and what will happen.

9.3. Different Learning Styles

9.3.1. Use game based learning to engage students.

9.3.1.1. Get students playing and analyzing a historical game on their devices.

9.3.1.2. Use a review game like "Jeopardy!" to remind students of important terms and group knowledge into relevant categories.

10. My Students:

10.1. English Language Learners: Over 60% of the school is made up of English Language Learners of various ability and skill level from almost fluent to emerging English.

10.2. ADHD/Autism: While student diagnoses have not been made known to me, there are a handful of students with moderate needs in both these categories. To avoid being overly repetitive, I listed scaffolding strategies that would be beneficial to both groups.

10.3. Different Learning Styles: Each school contains students that have different learning styles and preferences, it is important to keep scaffolds in mind that will benefit and challenge all learners.