Types and Forms and Scaffolding with Differentiation (Session5)

SCAFFOLDING Description Example

TYPES
1. Chunking Break up the content or skill into
Complexity manageable levels or chunks. Model the
(Strategic mastery expectations by first doing a think-
Scaffolding) aloud with a simplified version of a task,
A, M, T problem or text.
Have students repeatedly practice the
mastery expectations in groups and by
themselves with bigger chunks of
increasing complex tasks, problems or
texts.
2. Multiple Model the mastery expectations with
Representation multiple examples in different media (e.g.,
(Conceptual text, audio-visual, kinesthetic).
Scaffolding) Have students practice the mastery
A, M expectations in multiple formats.
The teacher presents to the class a simple
algebra problem and mnemonic of routine
steps to answer it involving linear equations.
The teacher has students practice in pairs the
mnemonic of steps until they are ready for a
non-routine version of the problem.
The teacher then models how to solve non-
routine problems and students in groups
practice the modeled steps and are also asked
to give their own steps. Teacher next gives
routine and non-routine problem sets for
individual work. (Differentiation by Content)
The teacher explains to the class the concept of
pricing. The teacher varies the explanation
using a graph illustrating pricing, plays a
Youtube clip about pricing for certain products,
and the textbook definition of pricing. Teacher
then uses a table to list ideas about concept
from each media and make a generalization.
(Process)
The teacher then forms groups and gives
differentiated tasks where they can practice
 their explanation of pricing in their own words
in varied forms such as a slideshow, a written
news report, or a podcast commentary and
make generalizations. Each student next makes
his/her own mindmap using text, images and
links and state generalizations showing their
conceptual understanding. (Product)
3. Model Show a model output aligned with mastery The teacher discusses with a G.O. a five-step
Completion expectations. science experiment design on mixtures. The
(Procedural Show another model output with teacher then presents another case for another
Scaffolding) incomplete parts and ask students to mixture and gives a new copy of the G.O. with
T practice filling in missing parts. Completion the first two steps stated and asks students in
of parts should reflect performance of groups to complete the steps.
mastery expectations. Have students The teacher next gives a worksheet containing
justify their actions in line with mastery different scenarios with varied mixture
expectations requirements. The student works alone to
select one scenario and completes in a blank
G.O. the 5 required steps. (Content)
SCAFFOLDING Description Example
TYPES

1. Chunking Break up the content or skill into The teacher presents to the class a simple
Complexity manageable levels or chunks. Model the algebra problem and mnemonic of routine
(Strategic mastery expectations by first doing a think- steps to answer it involving linear equations.
Scaffolding) aloud with a simplified version of a task,
A, M, T problem or text.
 Have students repeatedly practice the
mastery expectations in groups and by
themselves with bigger chunks of
increasing complex tasks, problems or
texts.
2. Multiple Model the mastery expectations with
Representation multiple examples in different media (e.g.,
(Conceptual text, audio-visual, kinesthetic).
Scaffolding) Have students practice the mastery
A, M expectations in multiple formats.
The teacher has students practice in pairs the
mnemonic of steps until they are ready for a
non-routine version of the problem.
The teacher then models how to solve non-
routine problems and students in groups
practice the modeled steps and are also asked
to give their own steps. Teacher next gives
routine and non-routine problem sets for
individual work. (Differentiation by Content)
The teacher explains to the class the concept of
pricing. The teacher varies the explanation
using a graph illustrating pricing, plays a
Youtube clip about pricing for certain products,
and the textbook definition of pricing. Teacher
then uses a table to list ideas about concept
from each media and make a generalization.
(Process)
The teacher then forms groups and gives
differentiated tasks where they can practice
their explanation of pricing in their own words
in varied forms such as a slideshow, a written
news report, or a podcast commentary and
make generalizations. Each student next makes
his/her own mindmap using text, images and
links and state generalizations showing their
conceptual understanding. (Product)
 3. Model Show a model output aligned with mastery
Completion expectations.
(Procedural Show another model output with
Scaffolding) incomplete parts and ask students to
T practice filling in missing parts. Completion
of parts should reflect performance of
mastery expectations. Have students
justify their actions in line with mastery
expectations
The teacher discusses with a G.O. a five-step
science experiment design on mixtures. The
teacher then presents another case for another
mixture and gives a new copy of the G.O. with
the first two steps stated and asks students in
groups to complete the steps.
The teacher next gives a worksheet containing
different scenarios with varied mixture
requirements. The student works alone to
select one scenario and completes in a blank
G.O. the 5 required steps. (Content)
SCAFFOLDING Description Example
TYPES
4. Error Show an erroneous answer, solution of The teacher presents a sample inference that
Analysis and explanation and identify and discuss errors and students were asked to make from a short
Correction related misconceptions. Errors show wrong essay. The teacher discusses the problems with
(Metacognitive performance of mastery expectations Then the sample inference and provides a tool for
Scaffolding) explain how to correct errors in line with evaluating an inference. The teacher applies the
A, M mastery expectations. criteria in the tool to the evaluation of the
Show another erroneous work and have inference. The teacher shows a corrected
students practice the corrections in line with answer in line with the tool’s criteria.
mastery expectations. Have students justify The teacher gives another sample inference for
their corrections. another short essay. The teacher asks students
in groups to evaluate the inference and explain
their evaluation using the tool .
The teacher gives students another essay to
make inferences about the author’s point of
view. The student working alone has to justify
the inference using the tool. (Content)
5. Progressive Present a rubric with descriptors at the The teacher presents a rubric for a student-
Performance Satisfactory Level aligned with mastery composed and modern adaptation of a
(Procedural/ expectations. Show a model work that traditional folksong. The teacher discusses the
Metacognitive represents the Satisfactory level descriptors. rubric starting with the Satisfactory level
Scaffolding) Discuss how the model illustrates the descriptors. The teacher then plays a past work
M, T descriptors. done by a student. The teacher goes through
 Show another example and have students
practice rating the work using the rubric
descriptors. The second example should be in
line with descriptors of levels below
Satisfactory thus showing the lack of
attainment of the mastery expectations. Have
students explain their rating.
As students complete their work, have them
every now and then in groups or individually
compare their work with the Satisfactory level
descriptors and accordingly adjust or revise
their output.
SCAFFOLDING Description
TYPES
4. Error Show an erroneous answer, solution of
Analysis and explanation and identify and discuss errors and
Correction related misconceptions. Errors show wrong
(Metacognitive performance of mastery expectations Then
Scaffolding) explain how to correct errors in line with
A, M mastery expectations.
Show another erroneous work and have
students practice the corrections in line with
mastery expectations. Have students justify
their corrections.
the Satisfactory level descriptors and discusses
if the descriptors are evident in the work.
The teacher next groups the students and
provides for each group other adapted works.
The teacher then has the different groups select
and rate the work using the same rubric. Each
group is asked to justify their rating (other
works are actually Level 1). The teacher then
has the groups think about how to plan their
own adaptations that is in line with at least the
Satisfactory level. (Content and Product)
Example
The teacher presents a sample inference that
students were asked to make from a short
essay. The teacher discusses the problems with
the sample inference and provides a tool for
evaluating an inference. The teacher applies the
criteria in the tool to the evaluation of the
inference. The teacher shows a corrected
answer in line with the tool’s criteria.
The teacher gives another sample inference for
another short essay. The teacher asks students

5. Progressive Present a rubric with descriptors at the
Performance Satisfactory Level aligned with mastery
(Procedural/ expectations. Show a model work that
Metacognitive represents the Satisfactory level descriptors.
Scaffolding) Discuss how the model illustrates the
M, T descriptors.
Show another example and have students
practice rating the work using the rubric
descriptors. The second example should be in
line with descriptors of levels below
Satisfactory thus showing the lack of
attainment of the mastery expectations. Have
students explain their rating.
As students complete their work, have them
every now and then in groups or individually
compare their work with the Satisfactory level
descriptors and accordingly adjust or revise
their output.
in groups to evaluate the inference and explain
their evaluation using the tool .
The teacher gives students another essay to
make inferences about the author’s point of
view. The student working alone has to justify
the inference using the tool. (Content)
The teacher presents a rubric for a student-
composed and modern adaptation of a
traditional folksong. The teacher discusses the
rubric starting with the Satisfactory level
descriptors. The teacher then plays a past work
done by a student. The teacher goes through
the Satisfactory level descriptors and discusses
if the descriptors are evident in the work.
The teacher next groups the students and
provides for each group other adapted works.
The teacher then has the different groups select
and rate the work using the same rubric. Each
group is asked to justify their rating (other
works are actually Level 1). The teacher then
has the groups think about how to plan their
own adaptations that is in line with at least the
Satisfactory level. (Content and Product)