Assignment #3_ Scaffolding Complete

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Southern New Hampshire University *

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357

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Mechanical Engineering

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Dec 6, 2023

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docx

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Scaffolding Instruction October Assignment #3 LEAP Candidate Name: Gamboa, Mika Complete Tasks 1-3 (be sure to answer all questions and complete all tasks). You will need to upload this assignment, your graphic organizer and completed graphic organizer into Moodle. How to Scaffold Instruction In-Person and Online, Presented by Dr. Linda A. Gregg (1.0 hrs) Click Here for Webinar Objectives:  Define Instructional scaffolding  Identify examples of scaffolding  Implement and reflect on strategies for scaffolding Curriculum Alignment: Interstate Teacher Assessment and Support Consortium (InTASC) Standard: https://ccsso.org/sites/default/files/2017- 12/2013_INTASC_Learning_Progressions_for_Teachers.pdf  Standard #1: Learner Development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.  Standard #2: Learning Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.  Standard #7: Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Elevate NM: https://webnew.ped.state.nm.us/bureaus/educator-growth-development/elevatenm/ Element 1-E. Designing Coherent Instruction  The teacher develops meaningful sequenced lessons and activities that are also differentiated to support the learning of “all students”. Element 4-C. Reflecting on Teaching  The teacher demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and workgroups to gather information, analyze data, examine issues, set meaningful goals and develop new approaches in order to improve teaching and learning. Praxis Assessment: 5622 Principles of Learning and Teaching: Grades K-6 and 5624 Principles of Learning and Teaching: Grades 7-12 II. A. 2. c II. B. 1. a-h II. B. 2. a II. B. 3. a and b 1

PART 1 1. Introduction and Understanding Guided Notes to Answer: Directions: Watch the webinar at: Click here for webinar . Answer the questions to the right as you watch. Conceptual Scaffolding : What are the two questions students will ask themselves? 1. What’s the topic of assignment? 2. What is being learned within the topic? Procedural Scaffolding : List at least 2 tools/strategies that you could use with Procedural Scaffolding: Example: Rubrics 1. Share important vocabulary for lesson. 2. Show meaning of the lesson. Strategic Scaffolding How do Strategic Scaffolding Strategies tie into your previous knowledge and implementation of Universal Design for Learning? Be specific and reference the UDL Chart: https://udlguidelines.cast.org/  By using alternative ways for students to tackle the learning problems they might encounter. Metacognitive Scaffolding What opportunities are you creating for students to provide feedback to you? What are the benefits of inviting feed back from your students?  Give the students the opportunity to talk to me, and ask questions that they may have.  Communicating with each student. PART 2: Apply It Directions: 1) Watch 5 Scaffolding Strategies to Bolster Student Learning https://www.youtu be.com/watch? v=axelin36pmM APPLICATION ACTIVITIES Task 2: Scaffolding Techniques: As you listen to challenges that students Cecilia and Monica face in the webinar above, choose 3 scaffolding strategies that you look forward to implementing or have successfully implemented. 1. Small groups 2. Breakdown questions for the students 3. Visual 4. Explain how/why these strategies will impact the student learning. 2

2) Explore some graphic organizers for your content/grade level online and/or below: GO Examples https://sites.google .com/view/freeudlt echtoolkit/graphic- organizers Task 3: 1. Design a graphic organizer for an upcoming lesson that will help students recognize and apply what they have learned (GRR), while also identifying barriers within your selected lesson (UDL). 2. Explain your objective and rational behind using this specific graphic organizer. How does it support the objective of your lesson? Who is it geared toward (individual, small group, whole class)? What do you know about this student(s) and why this will be a beneficial strategy? It supports my lesson by supporting my students with the proper math terms that they need to know to complete their math lessons. I have individuals that are ELL or IEP students that are unaware of all the different math terminology used in problem solving. I use it for individuals, small groups, and my ELL students. 3. ** Insert a photo of your graphic organizer here (can be hand drawn or computer generated) 4. PART 3 Reflection Reflection Task Directions: After teaching this lesson and using the graphic organizer, reflect on the questions to Task 4: Reflection:  What did you notice as a result of implementing this graphic organizer? The students were able to follow along and begin to understand more than just the basic terms used in simple math and now begin to apply it to word problems. They were also able to look at their word problems and identify certain words in the subtraction that meant it was subtraction (take away, left, fewer). 3

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the right. Things to consider: engagement, participation, assessment, language development, community, and UDL  How did this impact student learning? They were able to better understand, follow along, and were so excited that things were connecting. You can tell by their faces and work!  How does scaffolding address UDL? This addresses UDL by providing student with hands on work and examples to use while working on different math assignments.  What might you do differently next time? I think I would introduce it as a whole class and have them make it sooner, those that need it, can keep it with them and use it while they are working, those that don’t then they don’t need it. * Insert an example of your graphic organizer completed by a student. (A completed alternative for non-writing students is acceptable. For example, if you teach kindergarten, you may submit a photo of a completed class graphic organizer that has been dictated by the students and recorded by the teacher). Upload the entire assignment to Moodle under, Scaffolding Instruction Webinar and Guided Notes #3 (PDF Preferred). 4