Scaffolding vs Diff. Instruction
Is it apples vs apples or apples vs oranges?
In other words....
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READY - Begin with a foundation
Build or strengthen background knowledge to make sure every student is in the same place at the same time before beginning new concepts. It takes differentiated instruction, but becomes the scaffold (support).
SET - Clarify the Outcome
Make sure every student understands what the final product will look like. That includes what learning concepts and skills they must show they have improved or mastered. This also clarifies the types of support needed for each child to learn.
GO - Provide the right tools and opportunities
Differentiated instruction takes over so that every kid has the ability to construct learning. In this metaphor...Can't hold a hammer to frame the wall? Give them a screwdriver or other tool. Don't know what the wall should look like? Provide a model. Individualize learning!
Technology - A Great Equalizer
When scaffolding and/or finding ways to DIFFERENTIATE how your PRESENT INSTRUCTION, technology can be the key to leveling the playing field for our students with learning differences. Here is a Symbaloo web collection of tools you might find useful to try this semester. Additionally, this poster was created with smore.com...try it for creating online instructional materials to complement your face to face instruction.
#1 Frequently Asked Question
What are some strategies to simplify or ease planning for individualizing (DIFFERENTIATING) my direct instruction of concepts and skills? As I compile strategies and resources for Scaffolding and Differentiation, I will post them here. To get started, some of the best "out of your seat" activities are found at the National School Reform Faculty website. Also, because some planners like the idea of a form to help brainstorm ways to meet the diverse needs of learners, here is a plan form for SCAFFOLDING and a plan form for DIFFERENTIATED INSTRUCTION.