Scaffolding In Special Education

Get Started. It's Free
or sign up with your email address
Scaffolding In Special Education by Mind Map: Scaffolding In Special Education

1. Subject: Resource English Grade: 9-12 Standard: CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1.1. With this standard students are expected to communicate with their peers and teacher through different avenues. Students will have a better understanding of what communication encompasses. Students should be able to have a conversation with a classmate through both speaking and listening. They will be able to communicate effectively with the use of appropriate accommodations and modifications. Their understanding of what defines appropriate communication will be increased and knowledge of the different forms of communication will also be enhanced.

1.1.1. Objectives: 1. Students will be familiar with appropriate and inappropriate forms of communication by day three. 2. Students will be familiar with two forms of mobile communication by day five. 3.Students will communicate using different forms of technology by day five. Differentiation is done through the learners interests, learning profile, and readiness. Jerome Bruner introduced the educational world to Scaffolding. He believed that when new concepts were being taught, teachers should take an active role in walking students' through the learning process. As the studnets understanding grew, the teacher could step back and give the learner more range. When a child learns to ride a bike for the first time, the parent may stand close and typicaly the bike has training wheels. When the child can ride without assistance the parent will watch from a distance and the training wheels are removed.

2. Students will be familiar with one form of mobile communication by day five.

2.1. Readiness

2.1.1. Fluent English Learners.

2.1.2. Activities move from simple to complex to ensure understanding.

2.2. Activity:Students use smart phones to take a virtual field trip with google goggles.

2.3. Scaffolding

2.3.1. In this activity students are given a card board cut out of a smart phone. They practice the steps needed to activate the Google Goggles. The steps are written on the board and a paper copy is kept at their desk. The teacher holds a visual and walks students through the process step by step. She first shows the students how to complete the task. She then asks the students to complete the task with her. Finally she asks students to model the appropriate steps on their card board cut out.

2.3.2. Based on the observations 90% of the students understand how to complete the steps to start the mobile learning activity. Students that are having trouble are grouped and shown one on one how to complete the steps to the activity.

3. Students will be familiar with appropriate and inappropriate forms of communication by day three.

3.1. Readiness

3.1.1. Students follow an IEP. Students are able to understand communication but need improvement with expressing themselves appropriately.

3.1.2. IEP Goals encourage improvement in the area of communication.

3.2. Activity:Students participate in a mock job interview.

3.3. Scaffolding

3.3.1. The lesson begins with the teacher and the paraprofessional performing an interview that uses appropriate communication and an interview that shows inappropriate communication. During the interview skit students write down things they see that are correct and incorrect. After the skit and video 70% of the class have a clear understanding on appropriate communication.

3.3.2. Feedback shows that 30% of the class is still having trouble in understanding appropriate communication. Students will be paired into groups and given an interview script to review and act out. While in their group students will read through the interview script and practice an appropriate interview. Next students will work within their group to compile appropriate question/answer responses for their upcoming mock interviews. Students that are still struggling will be paired with a peer model to guide them throughout this process. Based on the observations of the group activities students will either continue with mock interviews or practice with the teacher in more one on one activities.

4. Students will communicate using different forms of technology by day five

4.1. Readiness

4.1.1. Students follow an IEP. Students are able to understand and speak English fluently.

4.1.2. Goals encourge students to explore different avenues of communication.

4.2. Activity: Students communicate with a class in another country via Skype.

4.3. Scaffolding

4.3.1. In this activity students communicate using skype. Prior to starting the activity students are divided into groups to practice their communication skills. While in groups they discuss appropriate questions to ask during the skype activity.

4.3.2. The majority of the groups were able to compile a list of appropriate questions and were able to ask those questions in a professional manner. Students that appeared to be struggling in creating questions were given a visual that listed appropriate questions that could be asked. These students will be seated close to peers who have the skills to model appropriate communication. Teachers will be close during the skype activity to provide non verbal Q's to students who appear to be having issues.