1. Difficulty processing information ( either written or spoken) can LOOK like:
1.1. Students constantly need information repeated
1.2. Student forgetting meanings/vocabulary
1.3. Struggle visualizing concepts and/or vocab.
1.4. Student doesn't have background info for concept.
1.5. SCAFFOLDS / ACCOMMODATIONS 1.
1.5.1. Provide anchoring supports ( i.e., tables, charts/ timing tools)
1.5.1.1. Provide OPTIONS for organizational methods ( i.e., graphic organizers, tables, algorithms etc) appropriate to task
1.5.1.2. Many of our students benefit from using one with a difficult reading or challenging new information.
1.5.2. Remove unnecessary distractions
1.5.3. PAUSE ASK QUESTION PAUSE REVIEW strategy - hare a new idea from discussion or the reading, then pause (providing think time), and then ask a strategic question ( specific, guiding, open ended) , pausing again.
1.5.4. Break into manageable "CHUNKS" provide clear concise step by step visual directions
1.5.5. Pay attention to the verbal messages you need to repeat- those need new representation ( i.e., visual etc)
1.5.6. Pay attention to the nonverbal messages you need to repeat- those need new representation or need to be explained
1.5.7. Provide multiple representations of symbols and vocabulary
1.5.8. Connect current concept to previously taught to show their relationship
1.5.9. verbal info- give students options for note taking
1.5.10. use i do , we do, you do strategies
1.5.11. Use color coding, highlighting, visual representations so that what is critical stays clear.
1.5.12. verbal info- give students options for note taking
1.5.13. Keep all information connected explicitly to learning target
1.5.14. Give explicit prompts for each step in a sequential process
1.5.15. Progressively release information- ( i.e., cover and reveal technique)
1.5.16. Front load vocabulary prior to reading or prior to new unit. TIP: Don't just have them look up words. Introduce the words to kids in photos or in context with things they know and are interested in. Use analogies and metaphors, and invite students to create a symbol or drawing for each word. Give time for small-group and whole-class discussion of the words
1.5.17. One way is to provide a key word from the reading. Students can brainstorm other words that come to mind when they read the word. These words can be put into categories or graphic organizers by students.
1.5.18. Another way is to prepare a short list of words and ask students to find each of the words in the reading. When students find the word, there can be a discussion as to what the word means in context.
1.5.19. Scaffolding for vocabulary ( i.e., In science classroom - review prefixes, suffixes, base words and their meanings and break words into their parts as in: photosynthesis — photo (light), synth (make), isis (process) metamorphosis — meta (large), morph (change), osis (process)
1.5.20. *Use instructional scaffolding when teaching new tasks or strategies with multiple steps. ( i.e., solving linear equations- Break down into steps: 1.reducing, 2.combining like terms, 3.and then undoing multiplication using division. Each step of the process can be supported by beginning with simple models or illustrations before moving to more complex linear equations.
1.5.21. All subject teachers can break up a concept or skill into its discrete steps while providing students the assistance necessary at each step. ( i.e., From Art class to understanding the steps in regular verb conjugation in Spanish.
1.5.22. OFFER simplified version of a lesson, assignment, or reading and gradually increase a task's complexity, difficulty, or sophistication over time.
1.5.23. Break up the lesson into a series of mini-lessons that move students sequentially towards understanding. Between each mini-lesson, the teacher should check to see if students increase proficiency through practice.
1.5.24. Provide multiple platforms that can communicate concepts visually, orally, and kinesthetically. For example, pictures, charts, videos, and all forms of audio can be scaffolding tools. A teacher may choose to present the information over time in different modes. First, a teacher may describe a concept to students, and then follow that description with a slideshow or video. Students may then use their own visual aids to further explain the idea or to illustrate the concept. Finally, a teacher would ask students to write their understanding of the to provide in their own words.
1.5.25. Pictures and charts are a great visual representation of concepts for all learners, but especially for the English Language Learners (ELs). The use of graphic organizers or concept map can help all students to organize their thoughts onto paper visually. Graphic organizers or concept chart also can be used as a guide for class discussions or for writing.
1.5.26. An example of this technique is to have the teacher model the writing process in front of students. Having the teacher draft a short response in front of students can provide students with an example of authentic writing that undergoes revision and editing before being complete.
1.5.27. Similarly, a teacher may also model a process—for example, a multi-step art project or science experiment—so that students can see how it is done before they are asked to do it themselves. (teachers may also ask a student to model a process for her classmates). This is often a strategy used in flipped classrooms.
1.5.28. Other instruction techniques that use models include a “think aloud” strategy where a teacher verbalizes what he or she understands or knows as a way to monitor comprehension. Thinking aloud requires talking aloud through the details, decisions, and the reasoning behind those decisions. This strategy also models how good readers use context clues to understand what they are reading.
1.6. 2. GOAL SETTING WITH STUDENT
1.7. 3. FREQUENT CHECK INS WITH THE STUDENT huddle often
1.8. 4. STUDENT SELF ASSESSMENT/REFLECTION
1.9. 6 Scaffolding Strategies to Use With Your Students
2. Difficulty with formulating output ( either written or spoken) can LOOK like: there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential. provide a variety of internal scaffolds and external organizational aids
2.1. Some may be able to express themselves well in written text but not speech, and vice versa ( i.e., Students not able to show their understanding of a concept in writing or on tests; Students struggle talking about what they learn to others clearly
2.2. Some students struggle with the organization of language
2.3. Difficulty expressing what they know
2.4. SCAFFOLDS / ACCOMMODATIONS 1.
2.4.1. Give students options in how they communicate their learning ( i.e., choice between writing an essay or developing a comic-book text
2.4.2. Graphic organizers are very specific in that they help kids visually represent their ideas, organize information, and grasp concepts such as sequencing and cause and effect.
2.4.3. Provide graphic organizers and templates for data collection and organizing information
2.4.4. Embed prompts for categorizing and systematizing
2.4.5. Provide checklists and guides for note-taking
2.4.6. Students can demonstrate their understanding one way
2.4.7. provide explicit models /exemplars
2.4.8. Starting at the end of a learning activity helps students understand the purpose of a learning activity. Teachers can provide a scoring guide or rubric that will be used to assess their work. The strategy helps students to know the reason for the assignment and the criteria they will be graded on according to the rubric so that they will be motivated to complete the assignment. Teachers who provide a step-by-step handout with instructions that students can reference can help eliminate students' frustrations once they understand what they are expected to do. Another strategy to use with rubric review is to include a timeline and an opportunity for students to self-evaluate their progress.
2.4.9. 2. GOAL SETTING WITH STUDENT
2.4.9.1. 3. FREQUENT CHECK INS WITH TRUSTED ADULT
2.4.9.2. 4. STUDENT SELF ASSESSMENT/REFLECTION
3. Difficulties with EF
3.1. students loosing or mismanaging materials
3.2. SCAFFOLDS / ACCOMMODATIONS 1.Guide goal setting
3.2.1. show students rubric or expectations and allow them to set their own goals in teacher specified perimeters.
3.2.2. Teacher models how to set goals for students
3.2.2.1. Provide reflection time before and after lesson
3.2.3. 2. Suppport planning and strategy development
3.2.3.1. Allow students to develop their own strategies for how they meet a goal
3.2.3.2. Give students explicit timelines for how long they have to get work done
3.2.3.3. Allow time for self assessment and peer review
3.2.3.4. Embed coaches or mentors that model think-alouds of the process
3.2.3.5. Provide guides for breaking long-term goals into reachable short-term objectives
3.2.3.6. Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps
3.2.3.7. Embed prompts to “stop and think”
3.2.3.8. 3. GOAL SETTING WITH STUDENT
3.2.3.9. 4. FREQUENT CHECK INS WITH TRUSTED ADULT
3.2.3.10. 5. STUDENT SELF ASSESSMENT/REFLECTION
4. Dsylexia
4.1. There are challenges to instructional scaffolding as well. Developing supports for multi-step problems can be time-consuming. Teachers have to know which scaffolds are appropriate for students, especially in communicating information. .Finally, teachers have to be patient with some students who need longer periods of scaffolding as well as recognizing when to remove supports for other students. Effective instructional scaffolding requires teachers be familiar with both the task (content) and the needs of the students (performance). Scaffolding instruction can move students up the ladder of academic success. Often students with dyslexia also have "co-morbid" challenges, especially ADHD or ADD which will add to these students' challenges and often leave them with negative self-concept and low self-confidence. Be sure to have some of these accommodations, either formally (in the IEP) or informally, as part of your classroom routines, to support both student success and student self-esteem.
4.2. Accommodating Students With Dyslexia
4.3. Provide access to audiobooks: Students with dyslexia often have an intellectual ability that is well above their academic reading level. ...
4.4. Allow students to use note-taking apps: Students with dyslexia can struggle with everyday tasks like note taking, transcribing from lectures, and writing down spoken directions.
4.5. Permit students to record assignment instructions and lectures for playback: At the root of dyslexia is a language processing issue, so students with dyslexia sometimes struggle with multistep verbal
4.6. Encourage use of text-to-speech:
4.7. Provide outlines, summaries of chapters, vocabulary words and preview questions before reading
4.8. Used shared reading or reading buddies
4.9. Allow the student to discuss, one-on-one, the material after reading with a classroom aide, a partner student or the teacher
4.10. Don't take off points for spelling errors on written work
4.11. Allow the student to dictate work to a parent or aide
4.12. Offer alternative projects, oral or video presentations instead of written reports
4.13. Photocopy another child's notes or designate a note-taker who will share notes at the end of class
4.14. Minimize the amount of copying from the board
4.15. Let student respond to questions orally rather than writing each answer
4.16. Review directions to test orally
4.17. Have students state answers into a tape recorder
4.18. Provide alternatives to writing assignments, use an online calendar, provide the student with a written list of assignments each morning, have a buddy student write assignments, an email list of assignments to student or parent
4.19. Give examples or model behavior when giving instructions
4.20. Provide computers that have speech recognition software
4.21. Allow the use of electronic spell-checkers
4.22. Provide software that enlarges images on a computer screen
4.23. Create private signals for a student to indicate high frustration or for the teacher to bring a child back on track
5. Presentation: Doesn't like working in groups
5.1. Don't see the value of group work
5.1.1. Haven't had good experiences in past
5.1.1.1. Unhelpful schemas at play i.e., " I don't matter." " I don't offer anything to a group."
5.2. SCAFFOLDS / ACCOMMODATIONS 1. Foster collaboration and community
5.2.1. Build in many opportunities for group work
5.2.1.1. Discuss the benefits of group work
5.2.1.1.1. Take into consideration collaboration work when grading ( i.e., use rubrics)
5.3. 2. GOAL SETTING WITH STUDENT
5.4. 3. FREQUENT TEACHER CHECK INS WITH THE GROUP
5.5. 4. STUDENT SELF AND GROUP ASSESSMENT/REFLECTION
6. Presentation:Doesn't Trust
6.1. Others / teacher
6.2. SCAFFOLDS / ACCOMMODATIONS 1. WORK TO DEEPEN CONNECTION
6.2.1. Be honest - share /model how you handle setbacks , mistakes, challenges, etc
6.3. 2. Foster collaboration and community
6.3.1. Provide opportunities for sharing
6.3.2. Provide opportunities for active empathetic listening