1. Derived from: A.12.11 Describe scientific and technological development in various regions of the world and analyze the ways in which development affects environment and culture:
2. Lesson Topic: Explain the causes and consequences of urbanization in regards to the environment.
3. Name: Kyle Ranum Subject: World Geography Grade Level: 9th - 12th
4. Scaffolding: Tiered Approach
4.1. Tier 1, Introduction to the problem: Introduce the the project to the kids. Obviously this is a (I do it) activity. Rather than simply explaining it to the class, provide an example of the final product for a visual reference. This will help demonstrate exactly what they are suppose to do.
4.1.1. In order to diversify my method of delivery I decided to present the content visually and verbally. This way I can effectively reach a broader range of students.
4.2. Tier 2, Graduated levels: Gradually build the difficulty of the activities to slowly acclimate the students to the final prescribe objective. One important strategy with scaffolding is gradually introducing a graduated level of responsibility and difficulty. As the teacher, I want to use instructional scaffolding to incrementally improve the knowledge base of the focused topic all of my students. This will be a (We do it) activity, as I will be working hand-in-hand with the students on the assignment.
4.2.1. To achieve the goals of a particular lesson, the teacher may break up the lesson into a series of mini-lessons that progressively move students toward stronger understanding. This can equalize the playing field for students who tend to grasp concepts slower than others.
4.3. Tier 3, Pre-Exposure: Expose the students to the words most likely to give students trouble, using metaphors, analogies, word-image associations, and other strategies to help students understand the meaning of the most difficult words they will encounter in their Prezi presentation. This will be a (We do it) activity.
4.3.1. When the students then read the assignment and research, they will have greater confidence in their reading ability, be more interested in the content, and be more likely to comprehend and remember what they have read.
4.4. Tier 4, Providing Clarity: Establishing clear purpose and directions. I clearly describes the purpose of a learning activity, the directions students need to follow, and the learning goals they are expected to achieve. This will be a (We do it) activity.
4.4.1. When students know the reason why they are being asked to complete an assignment, and what they will specifically be graded on, they are more likely to understand its importance and be motivated to achieve the learning goals of the assignment. Conversely, if students clearly understand the process they need to follow, they are less likely to experience frustration or give up because they haven’t fully understood what they are expected to do.
4.5. Tier 5, Establishing Relevance: I explicitly describe how the new lesson builds on the knowledge and skills students were taught in a previous lesson. This will be a (I do it) activity.
4.5.1. By connecting a new lesson to a lesson the students previously completed, the teacher shows students how the concepts and skills they already learned will help them with the new assignment or project