As an educator with 30 years of experience in North Dakota’s public schools, I’ve witnessed students enter my classroom with varying degrees of readiness. In an effort to create more equitable instructional opportunities, I have started to integrate scaffolding into my regular classroom activities.
According to Pauline Gibbons (2015), a scaffold is a temporary support a teacher provides to a student that enables the student to perform a task he or she would not be able to perform alone.
The goal of scaffolding is to provide opportunities for accommodating students’ individual abilities and needs as they learn and grow. It is important to note that scaffolding is fundamental to all effective and equitable teaching, and that the edtech resources many educators currently have access to support the integration of scaffolding into instruction.
Here are four scaffolding techniques I use, and some of the resources that support them:
1. One technique I’ve used to design supportive instruction in the areas of vocabulary and reading is practice, repetition, paraphrasing, and modeling. If you want students to internalize new information, you need to expose them to it several times. Robert Marzano found that it was critical for teachers to expose students to the same word multiple times to enhance students’ vocabulary. When exposure is coupled with an explicit comment about the word and its meaning, vocabulary acquisition doubled.
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