Abstract image of a woman sitting on books and studying on a laptop

Contingent scaffolding

Eric Brace, profile picture
Eric Brace

The document provides guidance for tutors on supporting students who arrive with an assessment due the next day. It advises tutors to establish the demands of the task, plan what the student must do, scaffold the next step, monitor the student's progress, and communicate with the student and teachers. It then outlines specific steps tutors can take to contingently scaffold students, including reading the task, creating a checklist, developing a plan and timeline, providing examples, scaffolding information gathering, monitoring composition, and discussing revisions.

EducationBusinessTechnology
1 of 67
Downloaded 47 times
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
Contingent Scaffolding: Supporting Assessments Refugee Action Support Tutor Training 27 February 2009
Contingent scaffolding
Student arrives with an assessment and it’s due ...
Student arrives with an assessment and it’s due ... TOMORROW!!!
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!!
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is:
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor Communicate
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor Communicate
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan Scaffold Monitor Communicate
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold Monitor Communicate
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor Communicate
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and Coordinating Teachers what must be done next
STEPS TO CONTINGENT SCAFFOLDING
STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s)
STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands
STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline
STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available)
STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info
STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition
STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition STEP #7: Discuss next step (return to and revise the checklist)
STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition STEP #7: Discuss next step (return to and revise the checklist) STEP #8: Discuss and request revisions (if possible)
Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and Coordinating Teachers what must be done next
PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
DRAFTING AN ESSAY Sample Fishbone Map MAP TO SUMMARISE d foo as ing high in protein rill kill for bush meat for as ch go s hunters infect gorillas rill oa lla ort go sp ori economical xp kill for trophies government can’t CAUSE AND EFFECT lg ills se e protect gorillas rea kil k ns accidental killings sick gorillas while at war ola ea inc s more people while stealing infants infect other gorillas an Eb rop need more food r ric for zoos Wa Eu Af x z | ~ Root Directly and indirectly, COLUMNED Effect Cause humans kill gorillas. Gorillas may y { destroy habitat } SCAFFOLD TO Mi Mi Af Af a tr Lo and food miners bring an increase in become extinct. comfort food ric s p rad rc p d nin g gg g GUIDE bush meat hunting i g an ar iti ers or gi ns a t t o r ril se to n inc logging roads ind llas i d s cre homesick at f th tb t e help poachers ea ir ire se us eir ctl es sh r COMPOSITION ty po me kil oa il at ch ch t ing n THE FINAL Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes. PRODUCT
DRAFTING AN ESSAY MAP TO SUMMARISE CAUSE AND EFFECT COLUMNED SCAFFOLD TO GUIDE COMPOSITION THE FINAL PRODUCT
DRAFTING AN ESSAY Gorillas in Crisis By Kathleen Donovan-Snavely What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to know that these “gentle creatures of the jungle” regularly appear as the featured entrée at many a meal served near the African rainforest. That isn’t the only problem that haunts gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at risk. MAP TO 1. SUMMARISE Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of central and West Africa. Some Africans prefer bush meat, such as gorilla, because it provides an economical source of daily protein. Poor families without the means to CAUSE AND EFFECT purchase food at the market travel a short distance to the rainforest to get bush meat. Their only expense is the cost of ammunition and the fee to rent a gun. Some of these same COLUMNED families raise chickens and goats, but do not eat them. Instead, they sell the animals for the cash they need for buying supplies. Africa’s population is increasing rapidly, along with its demand for bush meat. If nothing changes, primatologists fear that gorillas may become extinct in the next thirty years. 2. SCAFFOLD TO Moving away from one’s childhood home sometimes leaves us longing for familiar places and traditions. Naturally, the African families who move away from their original rainforest homes struggle with these feelings of sadness and displacement. Now living in GUIDE villages and cities, they eat bush meat to feel closer to the past and to their old way of life. For them, gorilla feeds the body and the soul as well. This custom brings little comfort to endangered gorillas, whose females produce only one offspring every five to seven years. It COMPOSITION is easy to see why gorillas are being killed faster than they can reproduce. 3. While Africans plunder the gorilla population, they are not the only ones. Over the years, their European neighbors have developed a taste for exotic bush meat as a status symbol. THE FINAL PRODUCT Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters persist in the decades-long practice of trapping young gorillas to sell to zoos and private citizens across the world. When mature members of the gorilla troop try to defend an infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this way. The international gorilla trade continues even though it is illegal, since the laws are nearly impossible to enforce. Gorilla populations continue to decline.
THE TASK Each of you has a set of student case studies
As a group I would like you to: THE TASK Each of you has a set of student case studies
As a group I would like you to: THE TASK • select a case study Each of you has a set of student case studies
As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies
As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies
As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies •discuss the demands of the task and the issues the student(s) might face
As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies •discuss the demands of the task and the issues the student(s) might face • sequence a checklist that the task is asking the student to accomplish
As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies •discuss the demands of the task and the issues the student(s) might face • sequence a checklist that the task is asking the student to accomplish •develop activities and scaffolds which would help you guide the student(s)
Contingent scaffolding
To do
To do work within a student’s zone of proximal development;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article);
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article); balance group and individual tasks;
To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article); balance group and individual tasks; renegotiate outcomes so that the essential skills and knowledge are achieved.
Contingent scaffolding
What to avoid
What to avoid offering broad tasks without clear product or steps;
What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding;
What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form;
What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice;
What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication;
What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid);
What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid); require the performance of the rules/conventions of new communication forms without scaffolding and/or contextualising the communication form through group activity.
What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid); require the performance of the rules/conventions of new communication forms without scaffolding and/or contextualising the communication form through group activity. to measure students against a standard that is outside of their zone of proximal development.

More Related Content

KEY
Contingent Scaffolding
Eric Brace
 
PPT
Work at height by abid nadeem khan
guest3d4fa4
 
PDF
Wrs rigging practice
Luis Manuel Rodríguez
 
PDF
Rigger signalman handbook
nhivan
 
PPTX
Top 10 scaffolding interview questions with answers
baileyjasmine25
 
PPT
Scaffold classes and duties (cals)
robadet
 
PPTX
SCAFFOLDING Safety Training
William York
 
PDF
Do's and Don'ts of Scaffold Safety
Construction Data Company / CDCNews
 
Contingent Scaffolding
Eric Brace
 
Work at height by abid nadeem khan
guest3d4fa4
 
Wrs rigging practice
Luis Manuel Rodríguez
 
Rigger signalman handbook
nhivan
 
Top 10 scaffolding interview questions with answers
baileyjasmine25
 
Scaffold classes and duties (cals)
robadet
 
SCAFFOLDING Safety Training
William York
 
Do's and Don'ts of Scaffold Safety
Construction Data Company / CDCNews
 

Similar to Contingent scaffolding (20)

PDF
B.ha PDP
benspu
 
DOC
Strategies for differentiating instruction
Miami-Dade County Public Schools
 
DOC
Strategies for Differentiating Instruction
Miami-Dade County Public Schools
 
DOC
UNESCO toolkit 5: Managing Learning-Friendly Classrooms
Saloni Singhal
 
DOC
Instructional strategies planner
coryduty
 
PPT
MoStep Two Presentation, By Sarah Cress
Sarah Cress-Ackermann
 
PPTX
First year of teaching
awittstruck
 
PDF
Assessment and Feedback printable cards
Viewpoints, University of Ulster
 
DOC
Teaching Strategies: A Guide for Teachers When Approaching Children with High...
Diana Richardson
 
PPTX
Which eLearning Model is Right For You?
Michael Coghlan
 
PDF
Assessment evaluation tools[1]
Susan Robertson
 
PDF
Assessing, evaluating and reporting student progress nov 2110
Andrea Hnatiuk
 
PDF
Assessing, evaluating and reporting student progress nov 2110
Andrea Hnatiuk
 
KEY
Challenge Based Learning and Technology
Bill Dolton
 
KEY
Assessment
Matt Scully
 
PDF
Old challenges, New solutions: how to reach all of your sts and make them shine
Silvia Rovegno Malharin
 
PPTX
Teachers Assistant Role in the PYP PD
Maria Tran
 
PDF
Interactive (compressed) video new horizons 2013 (nh13)
vccsnewhorizons
 
PPT
MoStep Three Presentation, By Sarah Cress
Sarah Cress-Ackermann
 
PPTX
Differentiating instruction for Gifted Learners
cchirillo
 
B.ha PDP
benspu
 
Strategies for differentiating instruction
Miami-Dade County Public Schools
 
Strategies for Differentiating Instruction
Miami-Dade County Public Schools
 
UNESCO toolkit 5: Managing Learning-Friendly Classrooms
Saloni Singhal
 
Instructional strategies planner
coryduty
 
MoStep Two Presentation, By Sarah Cress
Sarah Cress-Ackermann
 
First year of teaching
awittstruck
 
Assessment and Feedback printable cards
Viewpoints, University of Ulster
 
Teaching Strategies: A Guide for Teachers When Approaching Children with High...
Diana Richardson
 
Which eLearning Model is Right For You?
Michael Coghlan
 
Assessment evaluation tools[1]
Susan Robertson
 
Assessing, evaluating and reporting student progress nov 2110
Andrea Hnatiuk
 
Assessing, evaluating and reporting student progress nov 2110
Andrea Hnatiuk
 
Challenge Based Learning and Technology
Bill Dolton
 
Assessment
Matt Scully
 
Old challenges, New solutions: how to reach all of your sts and make them shine
Silvia Rovegno Malharin
 
Teachers Assistant Role in the PYP PD
Maria Tran
 
Interactive (compressed) video new horizons 2013 (nh13)
vccsnewhorizons
 
MoStep Three Presentation, By Sarah Cress
Sarah Cress-Ackermann
 
Differentiating instruction for Gifted Learners
cchirillo
 
Ad

More from Eric Brace (20)

PDF
Malcolm and Friends
Eric Brace
 
PDF
The Devious Fox
Eric Brace
 
PDF
Little Baby Elephant
Eric Brace
 
PDF
A Lost Friend
Eric Brace
 
PDF
The Smart Witch and the Dark Village
Eric Brace
 
KEY
New ras lecture
Eric Brace
 
KEY
Writing support
Eric Brace
 
PDF
Lonely racoon
Eric Brace
 
PDF
Molly's Story
Eric Brace
 
PDF
The Rabbits
Eric Brace
 
PDF
Tasty the-leopard standard
Eric Brace
 
PDF
The big-brown-bear-a standard
Eric Brace
 
PDF
Me and-my-puppy-3 standard
Eric Brace
 
PDF
Ronaldo a-little-boy standard
Eric Brace
 
PDF
Three little-panda-b standard
Eric Brace
 
PDF
Story bird resources_part_3
Eric Brace
 
PDF
Storybird resource part_2
Eric Brace
 
PDF
Story bird resource_part_1
Eric Brace
 
PDF
A program
Eric Brace
 
KEY
Reading support
Eric Brace
 
Malcolm and Friends
Eric Brace
 
The Devious Fox
Eric Brace
 
Little Baby Elephant
Eric Brace
 
A Lost Friend
Eric Brace
 
The Smart Witch and the Dark Village
Eric Brace
 
New ras lecture
Eric Brace
 
Writing support
Eric Brace
 
Lonely racoon
Eric Brace
 
Molly's Story
Eric Brace
 
The Rabbits
Eric Brace
 
Tasty the-leopard standard
Eric Brace
 
The big-brown-bear-a standard
Eric Brace
 
Me and-my-puppy-3 standard
Eric Brace
 
Ronaldo a-little-boy standard
Eric Brace
 
Three little-panda-b standard
Eric Brace
 
Story bird resources_part_3
Eric Brace
 
Storybird resource part_2
Eric Brace
 
Story bird resource_part_1
Eric Brace
 
A program
Eric Brace
 
Reading support
Eric Brace
 
Ad

Recently uploaded (20)

PPTX
Key-Features-of-the-SHS-Program-v4-Slides (3) PPT2.pptx
abdurakibtingsonjali
 
PPTX
Diploma pharmaceutics notes..helps diploma students
zonuntluangimph
 
PDF
Journal of Dental Science - UDMY (2022).pdf
Nay Aung
 
PPTX
ACFE CERTIFICATION TRAINING ON LAW.pptx
Godwin Emmanuel Oyedokun MBA MSc PhD FCA FCTI FCNA CFE FFAR
 
PPTX
Integrated Management of Neonatal and Childhood Illnesses (IMNCI) – Unit IV |...
RAKESH SAJJAN
 
PDF
The TKT Course. Modules 1, 2, 3.for self study
Aydelina Medina
 
PDF
Horaris_Grups_25-26_Definitiu_15_07_25.pdf
rpujol11
 
PPTX
4. Diagnosis and treatment planning in RPD.pptx
rakshasb
 
PDF
Diabetes Mellitus , types , clinical picture, investigation and managment
AreenAManasrah
 
PDF
Hospital Case Study .architecture design
Amlan Priyadarshan
 
PDF
Myanmar Dental Journal, The Journal of the Myanmar Dental Association (2013).pdf
Nay Aung
 
PDF
fundamentals-of-heat-and-mass-transfer-6th-edition_incropera.pdf
gloryjsingh
 
PPTX
2025 High Blood Pressure Guideline Slide Set.pptx
Ramesh Kumar
 
PDF
anganwadi services for the b.sc nursing and GNM
shaila55
 
PDF
faiz-khans about Radiotherapy Physics-02.pdf
FrancisKazoba
 
PDF
Journal of Dental Science - UDMY (2021).pdf
Nay Aung
 
PDF
Nurlina - Urban Planner Portfolio (english ver)
Nurlina Y.
 
PDF
0520_Scheme_of_Work_(for_examination_from_2021).pdf
SankariNandakumar
 
PDF
Chevening Scholarship Application and Interview Preparation Guide
Leneka Rhoden
 
PDF
FYJC - Chemistry textbook - standard 11.
nhunhuq968
 
Key-Features-of-the-SHS-Program-v4-Slides (3) PPT2.pptx
abdurakibtingsonjali
 
Diploma pharmaceutics notes..helps diploma students
zonuntluangimph
 
Journal of Dental Science - UDMY (2022).pdf
Nay Aung
 
ACFE CERTIFICATION TRAINING ON LAW.pptx
Godwin Emmanuel Oyedokun MBA MSc PhD FCA FCTI FCNA CFE FFAR
 
Integrated Management of Neonatal and Childhood Illnesses (IMNCI) – Unit IV |...
RAKESH SAJJAN
 
The TKT Course. Modules 1, 2, 3.for self study
Aydelina Medina
 
Horaris_Grups_25-26_Definitiu_15_07_25.pdf
rpujol11
 
4. Diagnosis and treatment planning in RPD.pptx
rakshasb
 
Diabetes Mellitus , types , clinical picture, investigation and managment
AreenAManasrah
 
Hospital Case Study .architecture design
Amlan Priyadarshan
 
Myanmar Dental Journal, The Journal of the Myanmar Dental Association (2013).pdf
Nay Aung
 
fundamentals-of-heat-and-mass-transfer-6th-edition_incropera.pdf
gloryjsingh
 
2025 High Blood Pressure Guideline Slide Set.pptx
Ramesh Kumar
 
anganwadi services for the b.sc nursing and GNM
shaila55
 
faiz-khans about Radiotherapy Physics-02.pdf
FrancisKazoba
 
Journal of Dental Science - UDMY (2021).pdf
Nay Aung
 
Nurlina - Urban Planner Portfolio (english ver)
Nurlina Y.
 
0520_Scheme_of_Work_(for_examination_from_2021).pdf
SankariNandakumar
 
Chevening Scholarship Application and Interview Preparation Guide
Leneka Rhoden
 
FYJC - Chemistry textbook - standard 11.
nhunhuq968
 

Contingent scaffolding

  • 1. Contingent Scaffolding: Supporting Assessments Refugee Action Support Tutor Training 27 February 2009
  • 3. Student arrives with an assessment and it’s due ...
  • 4. Student arrives with an assessment and it’s due ... TOMORROW!!!
  • 5. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!!
  • 6. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is:
  • 7. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish
  • 8. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan
  • 9. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold
  • 10. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor
  • 11. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor Communicate
  • 12. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish Plan Scaffold Monitor Communicate
  • 13. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan Scaffold Monitor Communicate
  • 14. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold Monitor Communicate
  • 15. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor Communicate
  • 16. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate
  • 17. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and
  • 18. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and Coordinating Teachers what must be done next
  • 19. STEPS TO CONTINGENT SCAFFOLDING
  • 20. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s)
  • 21. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands
  • 22. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline
  • 23. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available)
  • 24. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info
  • 25. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition
  • 26. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition STEP #7: Discuss next step (return to and revise the checklist)
  • 27. STEPS TO CONTINGENT SCAFFOLDING STEP #1: Read the question or assessment task with student(s) STEP #2: Create a checklist of the task demands STEP #3: Create an action plan / timeline STEP #4: Provide examples of finished products to annotate (if available) STEP #5: Provide scaffold that allow students to gather ideas and info STEP #6: Scaffold, monitor, contribute to student’s composition STEP #7: Discuss next step (return to and revise the checklist) STEP #8: Discuss and request revisions (if possible)
  • 28. Student arrives with an assessment and it’s due ... TOMORROW!!! DON’T PANIC!!! All you need to do is: Establish the demands of the task Plan what the students must do Scaffold the next step Monitor student’s progress Communicate to Student and Coordinating Teachers what must be done next
  • 29. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 30. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 31. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 32. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 33. PREPARING TO WRITE A REVIEW AN ANNOTATED TEXT A WORD BANK TO GATHER SUITABLE WORDS AND PHRASES MINDMAP FOR GUIDED EXPLORATION COLUMNED GUIDE TO WRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 34. DRAFTING AN ESSAY Sample Fishbone Map MAP TO SUMMARISE d foo as ing high in protein rill kill for bush meat for as ch go s hunters infect gorillas rill oa lla ort go sp ori economical xp kill for trophies government can’t CAUSE AND EFFECT lg ills se e protect gorillas rea kil k ns accidental killings sick gorillas while at war ola ea inc s more people while stealing infants infect other gorillas an Eb rop need more food r ric for zoos Wa Eu Af x z | ~ Root Directly and indirectly, COLUMNED Effect Cause humans kill gorillas. Gorillas may y { destroy habitat } SCAFFOLD TO Mi Mi Af Af a tr Lo and food miners bring an increase in become extinct. comfort food ric s p rad rc p d nin g gg g GUIDE bush meat hunting i g an ar iti ers or gi ns a t t o r ril se to n inc logging roads ind llas i d s cre homesick at f th tb t e help poachers ea ir ire se us eir ctl es sh r COMPOSITION ty po me kil oa il at ch ch t ing n THE FINAL Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes. PRODUCT
  • 35. DRAFTING AN ESSAY MAP TO SUMMARISE CAUSE AND EFFECT COLUMNED SCAFFOLD TO GUIDE COMPOSITION THE FINAL PRODUCT
  • 36. DRAFTING AN ESSAY Gorillas in Crisis By Kathleen Donovan-Snavely What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to know that these “gentle creatures of the jungle” regularly appear as the featured entrée at many a meal served near the African rainforest. That isn’t the only problem that haunts gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at risk. MAP TO 1. SUMMARISE Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of central and West Africa. Some Africans prefer bush meat, such as gorilla, because it provides an economical source of daily protein. Poor families without the means to CAUSE AND EFFECT purchase food at the market travel a short distance to the rainforest to get bush meat. Their only expense is the cost of ammunition and the fee to rent a gun. Some of these same COLUMNED families raise chickens and goats, but do not eat them. Instead, they sell the animals for the cash they need for buying supplies. Africa’s population is increasing rapidly, along with its demand for bush meat. If nothing changes, primatologists fear that gorillas may become extinct in the next thirty years. 2. SCAFFOLD TO Moving away from one’s childhood home sometimes leaves us longing for familiar places and traditions. Naturally, the African families who move away from their original rainforest homes struggle with these feelings of sadness and displacement. Now living in GUIDE villages and cities, they eat bush meat to feel closer to the past and to their old way of life. For them, gorilla feeds the body and the soul as well. This custom brings little comfort to endangered gorillas, whose females produce only one offspring every five to seven years. It COMPOSITION is easy to see why gorillas are being killed faster than they can reproduce. 3. While Africans plunder the gorilla population, they are not the only ones. Over the years, their European neighbors have developed a taste for exotic bush meat as a status symbol. THE FINAL PRODUCT Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters persist in the decades-long practice of trapping young gorillas to sell to zoos and private citizens across the world. When mature members of the gorilla troop try to defend an infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this way. The international gorilla trade continues even though it is illegal, since the laws are nearly impossible to enforce. Gorilla populations continue to decline.
  • 37. THE TASK Each of you has a set of student case studies
  • 38. As a group I would like you to: THE TASK Each of you has a set of student case studies
  • 39. As a group I would like you to: THE TASK • select a case study Each of you has a set of student case studies
  • 40. As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies
  • 41. As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies
  • 42. As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies •discuss the demands of the task and the issues the student(s) might face
  • 43. As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies •discuss the demands of the task and the issues the student(s) might face • sequence a checklist that the task is asking the student to accomplish
  • 44. As a group I would like you to: THE TASK • select a case study •identify one task the students Each of you has a set of student must do urgently case studies •discuss the demands of the task and the issues the student(s) might face • sequence a checklist that the task is asking the student to accomplish •develop activities and scaffolds which would help you guide the student(s)
  • 46. To do
  • 47. To do work within a student’s zone of proximal development;
  • 48. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles;
  • 49. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication;
  • 50. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice;
  • 51. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication;
  • 52. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking;
  • 53. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors;
  • 54. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction;
  • 55. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article);
  • 56. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article); balance group and individual tasks;
  • 57. To do work within a student’s zone of proximal development; focus on long-term gradual development, knowing students’ strengths, weaknesses and learning styles; learn to effectively scaffold the conventions of communication; build communication through practice; build communication through revising communication; build communication by requiring reflective thinking; focus on both process and product, thus modeling behaviors; model the conventions of texts through both scaffolding and spoken interaction; contextualise new communication forms through group problem solving, role playing and group construction of text (e.g. a poster or news article); balance group and individual tasks; renegotiate outcomes so that the essential skills and knowledge are achieved.
  • 60. What to avoid offering broad tasks without clear product or steps;
  • 61. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding;
  • 62. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form;
  • 63. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice;
  • 64. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication;
  • 65. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid);
  • 66. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid); require the performance of the rules/conventions of new communication forms without scaffolding and/or contextualising the communication form through group activity.
  • 67. What to avoid offering broad tasks without clear product or steps; creating a one-size-fits-all approach to scaffolding; focus on the product without any reflection on the language choices and form; focus the students’ attention on the rules/conventions but not reinforcing the conventions through regular written and spoken practice; co-write a task with the student, when the student fails to see the pattern and process in the communication; becoming impatient and frustrated (sometimes difficult to avoid); require the performance of the rules/conventions of new communication forms without scaffolding and/or contextualising the communication form through group activity. to measure students against a standard that is outside of their zone of proximal development.

Editor's Notes