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Model Three:
Determining what can be scaffolded
Students bring varied skills, interests, and challenges to every learning task,
and therefore need to work towards the learning goal along their own individual
paths. Having a clear idea of the goal and the core components helps you determine
what skills and knowledge can be scaffolded without compromising learning.
In this model, we show examples of scaffolds to support students without interfering
with the core learning goal. Notice that even core components can be scaffolded
as long as the learning challenge is not undermined.
Standard/Benchmark
S: Students know that complex interactions
occur between matter and energy.
B: Describe interactions among solar, weather,
and ocean systems
| Main Focus |
Information
/ content
|
Scaffolds
|
| Core Components | Content
or subject matter Tools relating to content area |
Background
on subject matter Examples of tools, e.g. diagrams |
| Variable Components | Skills/strategies Presentation media Learning Context/format Instructional format Tools for student response/expression Media for student response/expression Information sources Steps in a particular process |
Models
of various approaches to the task; Choices: text, speech, video, animation; Choice of small group or partner work; Combination of simulation & discussion; Tools & media readily available, e.g. posterboard , concept map software, & digital image bank; Multiple sources available, e.g. Internet, video, & digital textbook with TTS Templates for three different combinations of steps |