Scaffolding for Student Success
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0:01 - 0:04(whimsical music)
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0:14 - 0:15- [Narrator] Learning always precedes
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0:15 - 0:17from the known to the new.
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0:17 - 0:19Good teaching recognizes and builds
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0:19 - 0:21on this through scaffolding.
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0:21 - 0:24A student learning new skills and concepts
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0:24 - 0:26is like a carpenter building a house.
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0:26 - 0:29In order to build the
house safely and correctly, -
0:29 - 0:31carpenters need to stand on scaffolding
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0:31 - 0:33until they're ready to move onto
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0:33 - 0:35the next stage of construction.
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0:35 - 0:38The construction of learning
starts from the ground up. -
0:38 - 0:40The new is built on top of the known.
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0:40 - 0:43In the learning environment,
teachers provide scaffolding -
0:43 - 0:45to support the construction
of new learning -
0:45 - 0:48for individual and groups of students.
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0:48 - 0:50Scaffolding provides students with the
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0:50 - 0:54just-right supports they need
to participate in learning, -
0:54 - 0:57complete a challenging task,
or learn a new concept. -
0:57 - 1:00Scaffolding encourages
students to continuously -
1:00 - 1:02grow and develop to a level
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1:02 - 1:04that is just above their current level.
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1:04 - 1:08Scaffolding is a way to gradually
shift the responsibility -
1:08 - 1:11for learning from the
teacher to the student -
1:11 - 1:14and help learners'
become more independent. -
1:14 - 1:17Scaffolding builds on the
understanding that students -
1:17 - 1:20learn in many ways, build new knowledge
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1:20 - 1:23based on prior experiences and knowledge,
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1:23 - 1:25and need to be supported in learning
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1:25 - 1:27when they cannot achieve on their own.
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1:27 - 1:29To plan just-right scaffolding,
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1:29 - 1:32teachers need to understand
what an individual student -
1:32 - 1:35or group of students can do independently.
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1:35 - 1:37Effective scaffolded instruction
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1:37 - 1:41starts with knowing students
strengths and needs, -
1:41 - 1:43provides tailored
assistance that is adjusted -
1:43 - 1:47on an as needed basis,
controls for frustration -
1:47 - 1:49and builds learner confidence,
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1:49 - 1:52uses descriptive feedback,
so students understand -
1:52 - 1:55what they are doing right
and how they can do better. -
1:55 - 1:57And just as it is for the carpenter
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1:57 - 1:59moving through the stages of construction,
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1:59 - 2:02as students' abilities in
a particular area improve, -
2:02 - 2:06scaffolds can be gradually
reduced or removed. -
2:06 - 2:09For students' with learning difficulties,
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2:09 - 2:11the intensity of scaffolding may change,
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2:11 - 2:15but it may need to be on-going,
so students can continue to -
2:15 - 2:19actively participate in
learning and move forward. -
2:19 - 2:22When planning for scaffolded instruction,
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2:22 - 2:24ask yourself, what does this student
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2:24 - 2:27or group of students currently know
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2:27 - 2:29and what can they do?
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2:29 - 2:30(cat meow)
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2:30 - 2:32What do they need to
know and be able to do? -
2:32 - 2:34How big is the learning gap?
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2:34 - 2:37What scaffolds will help
them ridge this gap, -
2:37 - 2:39but still keep the learning challenging?
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2:39 - 2:42Common scaffolds for learning include,
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2:42 - 2:45tapping into or building
background knowledge, -
2:45 - 2:49modeling by the teacher or other students,
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2:49 - 2:51guided practice, "I do, you do,"
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2:55 - 2:59prompts, such as visual supports
or step-by-step directions, -
2:59 - 3:04strategy instruction, use
of graphic organizers. -
3:04 - 3:06Technology can also provide flexible,
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3:06 - 3:08unobtrusive scaffolds for learning.
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3:08 - 3:12For example, for a student
with reading difficulties, -
3:12 - 3:15text-to-speech, and having
digital texts read aloud -
3:15 - 3:17might be the scaffold they need
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3:17 - 3:19to access content for project work.
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3:19 - 3:21This technology may be a scaffold
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3:21 - 3:24some students use throughout their lives.
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3:24 - 3:27For others students, such as
a student learning English, -
3:27 - 3:30text-to-speech might
scaffold their learning -
3:30 - 3:31until they develop stronger,
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3:31 - 3:34independent reading and language skills.
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3:34 - 3:36To maximize students success,
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3:36 - 3:39the use of any scaffold
including technology, -
3:39 - 3:42must be combined with
effective instruction. -
3:42 - 3:44Instructional scaffolding
is one way teachers -
3:44 - 3:46can design learning environments
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3:46 - 3:48that support the success of every student.
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3:48 - 3:52(joyful singing)
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3:52 - 3:54For more information, on
supporting every student -
3:54 - 3:57visit the Alberta Education website.
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3:58 - 4:01(joyful singing)
- Title:
- Scaffolding for Student Success
- Description:
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Watch Alberta Education’s new Inclusive Education Video Series to learn more about inclusive education topics, including Valuing All Students; Changing How We Talk about Disabilities; and Using A Positive Behaviour Approach to Support Learning.
education.alberta.ca/inclusion
- Video Language:
- English
- Duration:
- 04:09
dept_edlead edited English subtitles for Scaffolding for Student Success |