Obuchenie. Zone of Proximal Development “What can my child accomplish with assistance?”

obuchenie

Zone ofProximal

Development

“What can my child accomplish with assistance?”

Scaffolding

Scaffolding

A worker uses a scaffold to work on an area of the

building that is out of reach.

Tharpe and Gallimore’s 4 Stages of Vygotsky’sZone of Proximal Development

R. G. Tharpe & R. Gallimore (1988). Rousing Minds to Life (p.35)

Adapted from the work of Jeffrey Wilhelm, Tanya Baker, and Julie Dube.

I do,you watch

or

You do,I help

www.queenstownadventure.com

Avoid bungee jumpingas a teaching practice!

How do these kinds of reading activities provide scaffolding for

students?

• Read-aloud/Modeled reading

• Shared reading

• Guided reading

• Independent reading

Read-Aloud / Modeled Reading

Read-Aloud / Modeled Reading

I do,you

watch

Scaffolding Read Aloud/Modeled Reading

• Teacher demonstrates proficient reading.• Teacher models strategies used by proficient readers.• Teacher expands access to text beyond the students’

independent or instructional reading levels.• Teacher exposes children to a variety of genres and text

structures.• Teacher uses think-aloud “conversations” to share the

proficient reader’s strategies for figuring out words, improving comprehension, and understanding texts.

• Student listens to the proficient reader.

Shared Reading

Shared Reading

I do,you help

Scaffolding Shared Reading:• Teacher models and teaches reading strategies.• Teacher extends understanding of the reading process.• Teacher reads and invites the students to read along

with him/her when the teacher chooses.• Teacher selects a big book, chart, or material on an

overhead/document projector to “share” the text with the students. Teacher points to the words being read. (Modification: Students have copies of the book and point to words as they read along with the teacher when invited.)

• Student reads along with the proficient reader and practices with the support of the competent reader.

Shared Reading

Guided Reading

Guided Reading

You do,I help

Guided Reading:

• Teacher acts as a guide (“backseat driver”).• Teacher reinforces strategies and skills.• Teacher engages the students in questioning and

discussion.• Student does the reading.• Student practices the strategies.• Student builds independence.

Independent Reading

Independent Reading

You do,I watch

Independent Reading:

• Student selects the text.• Student practices at his or her independent level.• Time allocated for practice demonstrates the value of

reading.• Student practices new skills and strategies in his/her

reading.• Student is afforded the opportunity for strategic

behaviors to become internalized, automatized and/or fossilized.

Literacy Centers - A Time For Practice

“The emphasis of literacy centers is on practice -meaningful, independent practice - without the teacher’s assistance. It is a time for students to practice all that the teacher has been modeling. Thus, activities placed at the literacy centers grow out of what the teacher has done during read-aloud, shared reading, modeled writing, shared writing, small group instruction, content area instruction, and so on…”

Diller, Practice With Purpose, p.4

How does a teacher scaffold students’ learning while expecting them to work unassisted?

Literacy Center Rubric

Coaching Resources• Riverdeep/Learning Village

www.duvalschools.org

• Just Read, Florida!www.justreadflorida.com

• Florida Center for Reading Researchwww.fcrr.org

• Florida Literacy and Reading Excellence Centerhttp://flare.ucf.edu/

Credits: The digital images included in this slide show came from the following sources.

• Kamalayan – www.flickr.com• Gloria Bxevanis – www.flickr.com • dj webbiz – www.morguefile.com• anneberit – www.flickr.com• www.cabotcialak4.googlepages• http://dukes.stark.k12.oh.us• www.learningtoread.ecsd.net• www.wfu.edu• www.capaa.wa.gov• www.queenstownadventure.com

Thank you for joining us.Enjoy the rest of your day!