Scaffolding: Making the Inaccessible Accessible

Presented by Bachar Lakhal

The training wheels on the bike are an example of a scaffold. Training wheels help a novice learn how to ride a bike and can be removed once mastery is attained

What do they have in common?

How do I modify curriculum to make it accessible for my students who are two years or more below grade level ? 

Question

How do I modify curriculum to make it accessible for my students who are two years or more below grade level ? 

Question

AnswerScaffolding, scaffolding, scaffolding! Don't think about modifying, but rather making accommodations to help students learn with their peers. For example, provide students with graphic organizers, work exemplars, check lists, note-taking organizers, etc... so they are still working toward grade level standards, but they receive support.

Consider this situation : You want your students to compare city life and country life but they do not have the necessary knowledge and vocabulary

As a scaffold we may offer the students a list of words and phrases and ask them to classify them under the headings ‘country’ & ‘city’

Consider this situation : You want your students to compare city life and country life but they do not have the necessary knowledge and vocabulary

ORAs a scaffold we may ask the students to fill in missing letters for a list of words then to classify them under the headings ‘country’ & ‘city’ eg. p - - - - - - -n / f - - -h a – r / h - - - - -y/

Consider this situation : You want your students to compare city life and country life but they do not have the necessary knowledge and vocabulary

ORAs a scaffold we may offer the students a set of pictures and a list of words and phrases . First, they will match the words with the pictures and then they will classify them under the headings ‘country’ & ‘city’

Consider this situation : You want your students to compare city life and country life but they do not have the necessary knowledge and vocabulary

As a scaffold we may offer the students a list of words and phrases and ask them to classify them under the headings ‘country’ & ‘city’

ORAs a scaffold we may ask the students to fill in missing letters for a list of words then to classify them under the headings ‘country’ & ‘city’ eg. p - - - - - - -n / f - - -h a – r / h - - - - -y/

ORAs a scaffold we may offer the students a set of pictures and a list of words and phrases . First, they will match the words with the pictures and then they will classify them under the headings ‘country’ & ‘city’

we may offer the students a set of simple statements about city life and country life and ask them to express their attitude

OR

Statement Agree Disagree Not sure

Cities have better schools, colleges and universities. 

     

Travelling from one place to another takes a lot more time in the city 

     

You get higher quality health services in the city 

     

In the country , you enjoy clean and fresh air 

     

City life is a so busy and stressful 

     

unlike buthowever yet in

contrast as opposed to a distinction

between whereas

The UAE has ______ but Sudan has ______ had had

 UAE

 

 Sudan

 CLIMATE 

a lot of humiditylong summers very little rain

lots of rain4 seasonscold winters

 ECONOMY 

businessindustryoil

agriculture

 TRANSPORTATION 

carstaxismuch fewer busesmetro

railroadsbuses

The UAE has ______ but Sudan has ______ had had

unlike buthowever yet in contrast

as opposed to a distinction between

whereas

Task:Select one ECF lesson for your grade level.In pairs, design some suitable scaffolds to make it more accessible to your learners .

Illustrative Model of Scaffolding