Content & Engagement
This session introduces scaffolding as a high-leverage practice across disciplines. Participants will explore research-based evidence of impact (Belland et al., 2017, with an effect size of 0.73) and examine the distinction between scaffolding and differentiation. Through modeled examples (chunking text, Picture Word Inductive Model (PWIM), Question, Signal, Stem, Share, Assess (QSSSA), and Total Participation Techniques (TPTs)), attendees will actively experience scaffolding strategies that support all learners. Each activity provides hands-on practice and peer-to-peer interaction, ensuring participants leave with ready-to-implement tools and strategies.
Time
0–10 min: Welcome, session objectives, and compelling evidence (college readiness data, effect size research).
10–20 min: Define scaffolding vs. differentiation; Frayer model activity.
20–40 min: Interactive demonstrations of scaffolding strategies (visual, verbal, and written), including chunking, PWIM, QSSSA, and TPTs, with brief paired and small-group practice.
40–55 min: Whole-group application through Roving Paragraphs, reflection on scaffolding cycles (before/during/after), and discussion of when to remove supports.
55–60 min: Call to action, exit slip reflection, and networking invitation.
Process
Frequent peer-to-peer interaction: partner shares, elbow partners, and Roving Paragraphs.
Total Participation Techniques: QSSSA, choral reading, and whiteboard checks to ensure all learners are engaged.
Formative assessment modeling: real-time checks for understanding and adaptive responses built into each activity.
After this session, participants will be able to:
Distinguish between scaffolding and differentiation to support diverse learning needs.
Apply visual, verbal, and written scaffolds to enhance engagement and learning outcomes.
Identify and address barriers by planning and implementing tailored scaffolds.
Evaluate and adapt scaffolds in real time using formative assessment.
Reflect on scaffolding’s impact and adjust teaching practices to promote independence.
This session draws on well-established educational theories and practices to support scaffolding across disciplines:
1. Belland et al. (2017) meta-analysis on scaffolding
2. Cognitive Load Theory (Sweller, 1988) emphasizes the importance of managing cognitive load through visual aids to enhance learning retention.
3. Dual Coding Theory (Paivio, 1986) highlights the benefits of combining visual and verbal information to enhance memory and understanding.
4 & 5. Dialogue-based Teaching (Paul & Elder, 2006) and Interactive Approaches (Ellis, 2008) discuss the enhancement of critical thinking and language learning through verbal scaffolding.
6. Bruner (1983) emphasizes the importance of modeling and gradual transfer of responsibility in verbal scaffolding.
7 & 8. Written Scaffolds for promoting higher-order thinking and language development (Gregory, 2013) and improving the quality of written work (Fisher & Frey, 2014).
9. Structural Writing Supports, as discussed by Hillocks (1986), organize thoughts and develop language structures.
10. Dr. Carol Salva's "Boosting Achievement" (2017) offers practical strategies for reaching students with interrupted or minimal education, aligning with scaffolding techniques included in the session.
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