Bridging Access to Rigor With Scaffolds and Supports To Stretch Student Thinking

How can you support students to access rigorous content? Learn engaging strategies representative of evidence-based practices that build schema, academic language, and scaffolds for learning. Leave with practical approaches to foster inquiry and deep conceptual understanding to bridge equitable access to rigor and design challenging learning experiences for students.

Examine and practice multiple strategies to promote deep conceptual thinking. Apply strategies to content-specific domains to build academic language. Modify strategies to support students from diverse backgrounds acquire, organize, and integrate new learning with appropriate scaffolds and supports.

Presented by

Dr. Emily Mofield

Assistant Professor

Lipscomb University

Emily Mofield, Ed.D. is an assistant professor at Lipscomb University in the College of Education. She has over 20 years of experience in education as a gifted/special education teacher, district supervisor for advanced academics, and researcher. She has written numerous articles, research publications, chapters, and books related to differentiation, coaching practices, curriculum design, and achievement motivation. Emily is an award-winning author and educator. She is regularly invited as a featured or keynote speaker for conferences across the nation and works with many school districts to provide sustainable professional learning for teachers. https://sites.google.com/view/emilymofield