Pointing Out the Bones Scaffolding for High-Potential Students.

Pointing Out the Bones

Scaffolding for High-Potential Students

What is scaffolding?

Misconceptions vs. Reality

0Kids initially think their skeletons …

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0Kids learn that their skeletons …

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Why scaffold for gifted students?

Who needs scaffolding?

0Students without rich language backgrounds0Students learning English0Students with learning difficulties or disabilities0Students from experience-poor backgrounds0Students who missed or didn’t understand an

essential piece of instruction

-- anyone who can’t make the connections between existing knowledge and new learning

When to scaffold

0Only when a student needs it

0Don’t overuse it

0Don’t scaffold with everyone in the same way

Scaffolding is …

Making the (hidden)

OBVIOUS

ExamplesWork in a small group and examine one of these:

0Primary Interactive Journal Prompts

0College of William & Mary poetry lesson from Autobiographies

0Bones lesson plans

What types of scaffolding is used in each example?

Aspects of instruction to scaffold

1. Foundational Transformational 

Information, Ideas, Materials, Applications

2. Concrete Abstract 

Representations, Ideas, Applications, Materials

 3. Simple Complex 

Resources, Research, Issues, Problems, Skills, Goals

Aspects of instruction to scaffold

4. Few Facets Many Facets 

Disciplinary Connections, Directions, Stages of Development 

5. Smaller Leap Greater Leap 

Applications, Insight, Transfer 

6. More Structured More Open 

Solutions, Decisions, Approaches

Aspects of instruction to scaffold

7. Clearly Defined Problems Fuzzy Problems

Process, Research, Products 

8. Less Greater Independence Independence

Planning, Designing, Monitoring 

9. Slower Quicker 

Pace of Study, Pace of Thought

Scaffolding and Gifted Instruction

0Some aspects of a lesson will look more like a lesson for gifted students

0Some aspects will look more like a lesson for struggling learners

0Because some gifted students are struggling leaners!

Tools, Strategies, & Structures

0From Krista Smith, English Language Arts Specialist, Mesa County Valley District 51

0Explains the strategy – the why, the how & the what0Explains how teachers can use the strategy0Explain what students get out of the strategy, and

what the underlying difficulty is that the student is having that makes him or her need the strategy

Gradual Release of Responsibility