Awesome! Sounds like I will let the other #idedchat peeps make me smarter tonight! Who needs to sleep at a Holiday Inn Express when you can #Idedchat ?
R1: The order we supply students with information. It’s important because it helps build background knowledge for our Ss so they can retain info. Problem is that sequencing for one teacher can be different than another. Hurts when Ss switch classes at semester #IDedchat
A1.5 Sequencing is just looking at the end, then the time you have, then the skill levels you will work with, and then some ninja mental stuff and *poof* sequence...that you'll take notes on and make better next time. #IDedchat
So, let’s say I am talking about organelles in biology. I let Ss know about the nucleus, ribosomes, endoplasmic reticulum. Well, now talking about DNA and RNA, these same organelles play a role in DNA replication and protein synthesis. #IDEdchat
A2: What are the intended learning outcomes, What do learners already know, what do they need to know, what are the building blocks to get them there... #IDedchat
I often use this saying, “you can build a beautiful palace; but if the foundation is poor, the palace crumbles!” Your foundation is your start point. It builds and builds. #IDedchat
A3: Scaffolding helps give learners different "entry points" into content - helps meet the student where they are to get them where they need to be. #IDedchat
R3: scaffolding is how you build on content. It is different for different ability levels for Ss. Look at what Ss know and build on their levels. Differentiated instruction #IDedchat
A3: Weak scaffolding can crumble quickly...it must be intentionally & solidly structured to proved the intended support necessary for learning that will last. #IDedchat
R4: I may be oversimplifying this, but I kind of put Ss into Tier 1-3. Kind of RtI-ish with it. You don’t have to blow things up for every single S. If you over scaffold, Ts will burn out. #IDedchat
A4: The type of scaffolding, or lack of scaffolding, can change depending upon where in the sequence of the lesson you are. ... 'I do..we do...I do...we do..you do...we do... we do.. you do... you do. :-) #IDedchat
I would agree. It is important to remember that not every student will need scaffolds - in fact, it can actually inhibit learning to give scaffolds when unnecessary. #IDedchat
Absolutely. And when Ss begin doing the "you do" phase, you need to monitor and adjust when to pull some back into "we do together."..but let others fly. #IDedchat
Exactly. Thats where as a teacher we can go through and monitor the process and figure out if it is ok to trudge on, or slow things down and take more time. #idedchat
A4: That balance of scaffolding - and still allowing for productive struggle is key to student learning. Without that "productive" struggle, learning doesn't transfer. #IDedchat BUT if the struggle gets too frustrating, some support needs to happen.
A5: many times I can do it based on body language and how they are reacting in the classroom. If needed, I make sure to ask their opinions. I am constantly asking "what questions do you have?" #idedchat
A5: I saw an article the other day about the fact that we are always assessing how students are doing...but we forget to ASK them how they are doing. :-) #IDedchat
Love the way you phrased that - "What questions do you have?" instead of "Do you have any questions?" I learned that during cognitive coaching - and use it all the time! #IDedchat
A6: Using Thinking Maps (or other graphic organizers) to help students organize ideas...take notes...etc. For some the ideas may be words, for some they may be pictures. #IDedchat
A6: I built different levels of graphic organizers for storyboarding that I used with seniors. Some of them had a little more detailed information to help them start their narrative, others had less detailed. #IDedchat
Wow - great ideas shared again tonight! As @Lisa_Lande mentioned - I need to remember these ideas as I plan professional development activities for staff. #IDedchat
