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(whimsical music)

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- [Narrator] Learning always precedes

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from the known to the new.

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Good teaching recognizes and builds

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on this through scaffolding.

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A student learning new skills and concepts

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is like a carpenter building a house.

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In order to build the[br]house safely and correctly,

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carpenters need to stand on scaffolding

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until they're ready to move onto

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the next stage of construction.

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The construction of learning[br]starts from the ground up.

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The new is built on top of the known.

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In the learning environment,[br]teachers provide scaffolding

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to support the construction[br]of new learning

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for individual and groups of students.

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Scaffolding provides students with the

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just-right supports they need[br]to participate in learning,

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complete a challenging task,[br]or learn a new concept.

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Scaffolding encourages[br]students to continuously

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grow and develop to a level

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that is just above their current level.

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Scaffolding is a way to gradually[br]shift the responsibility

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for learning from the[br]teacher to the student

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and help learners'[br]become more independent.

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Scaffolding builds on the[br]understanding that students

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learn in many ways, build new knowledge

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based on prior experiences and knowledge,

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and need to be supported in learning

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when they cannot achieve on their own.

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To plan just-right scaffolding,

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teachers need to understand[br]what an individual student

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or group of students can do independently.

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Effective scaffolded instruction

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starts with knowing students[br]strengths and needs,

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provides tailored[br]assistance that is adjusted

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on an as needed basis,[br]controls for frustration

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and builds learner confidence,

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uses descriptive feedback,[br]so students understand

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what they are doing right[br]and how they can do better.

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And just as it is for the carpenter

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moving through the stages of construction,

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as students' abilities in[br]a particular area improve,

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scaffolds can be gradually[br]reduced or removed.

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For students' with learning difficulties,

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the intensity of scaffolding may change,

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but it may need to be on-going,[br]so students can continue to

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actively participate in[br]learning and move forward.

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When planning for scaffolded instruction,

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ask yourself, what does this student

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or group of students currently know

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and what can they do?

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(cat meow)

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What do they need to[br]know and be able to do?

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How big is the learning gap?

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What scaffolds will help[br]them ridge this gap,

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but still keep the learning challenging?

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Common scaffolds for learning include,

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tapping into or building[br]background knowledge,

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modeling by the teacher or other students,

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guided practice, "I do, you do,"

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prompts, such as visual supports[br]or step-by-step directions,

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strategy instruction, use[br]of graphic organizers.

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Technology can also provide flexible,

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unobtrusive scaffolds for learning.

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For example, for a student[br]with reading difficulties,

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text-to-speech, and having[br]digital texts read aloud

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might be the scaffold they need

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to access content for project work.

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This technology may be a scaffold

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some students use throughout their lives.

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For others students, such as[br]a student learning English,

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text-to-speech might[br]scaffold their learning

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until they develop stronger,

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independent reading and language skills.

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To maximize students success,

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the use of any scaffold[br]including technology,

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must be combined with[br]effective instruction.

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Instructional scaffolding[br]is one way teachers

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can design learning environments

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that support the success of every student.

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(joyful singing)

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For more information, on[br]supporting every student

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visit the Alberta Education website.

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(joyful singing)