Chapter 4
Chapter 4 of Rigor by Design, Not Chance by Karin Hess focused on the importance of effective scaffolding. Hess describes scaffolding strategies as allowing students “to successfully access grade-level content, complete an assignment, and grow in confidence and independence as a learner” (Hess, 2023, chp 4, para 4). The teacher is responsible for matching scaffolding strategies with the learning target and using one of the four scaffolding structures: teacher and peer scaffolding, content scaffolding, task scaffolding, and materials scaffolding (Hess, 2023). Each scaffold structure allows the teacher to manage the cognitive load by providing supports through scaffolding strategies (Hess, 2023). There are three main reasons for scaffolding: to deepen content knowledge and connect to big ideas, to facilitate executive function and the application of skills and processes, and to support language and vocabulary development (Hess, 2023). These reasons allow all students, including English language learners, to deepen their understanding of content, build schemas, and become intrinsically motivated to learn (Hess, 2023). The teacher must intentionally implement scaffolding activities and strategies throughout the actionable assessment cycle. Stage one of the actionable assessment cycle is where the teacher can provide scaffolding strategies to clarify learning targets, such as visual orientation cues and thinking verbs (Hess, 2023). Stage two allows teachers to incorporate formative tasks, such as talk moves, sentence stems, and hint cards, that will coincide with the three reasons for scaffolding (Hess, 2023). Stage three scaffolding strategies, such as paragraph frames, partner collaborations, and wonder of the day, allow students to showcase their understanding (Hess, 2023). Stage four and five scaffolding strategies, such as carousel feedback, emojis, and EKG, provide feedback and skills support so students can deepen their understanding (Hess, 2023). Stage six incorporates scaffolding strategies, such as recorded minilessons and scrum boards, to help students transfer and deepen learning (Hess, 2023). Overall, teachers must support their students by planning effective scaffolding strategies in conjunction with their needs.
I noticed throughout Chapter 3 that Hess mentions how scaffolding is very beneficial to Multilingual learners. I became very interested in how, as a future math educator, I can scaffold effectively for Multilingual learners while maintaining rigor. I found the article “Scaffolding Learning for Multilingual Students in Math” to provide more insight into how to use scaffolding strategies to deepen Multilingual students' learning (University of Wisconsin WIDA, 2018). The article addresses the concept of scaffolding up, which “happens at two levels: macro and micro. Macro-scaffolding practices, also called planned scaffolding, happen before a lesson ... Micro-scaffolding practices happen during a lesson in the interactions between teacher and student” (University of Wisconsin WIDA, 2018, p. 3). Teachers must be flexible in their teaching to scaffold according to student's needs (University of Wisconsin WIDA, 2018). The three primary techniques to scaffold up are valuing students’ resources for learning, developing a strong community of learners, and engaging students in a rigorous curriculum (University of Wisconsin WIDA, 2018). Throughout each scaffolding up technique, there are deliberate ways to include macro and micro scaffolding practices (refer to illustration 1) (University of Wisconsin WIDA, 2018. The first technique explains that teachers need to build connections with all of their students (University of Wisconsin WIDA, 2018). When the teacher knows each student, they can use their student's experiences to drive learning (University of Wisconsin WIDA, 2018). The second technique describes how collaborative learning provides opportunities for students to deepen their understanding (University of Wisconsin WIDA, 2018). However, the article points out, “the social nature of learning is also why expanding students’ language resources directly supports their learning and thinking” (University of Wisconsin WIDA, 2018, p. 10). Therefore, teachers must provide scaffolding strategies to help learners with language and vocabulary skills (University of Wisconsin WIDA, 2018). The final technique addresses that teachers must intentionally maintain rigor for their students (University of Wisconsin WIDA, 2018). Therefore, scaffolding supports will adapt over time so that students maintain a productive struggle (University of Wisconsin WIDA, 2018). Teachers must use scaffolding practices to develop lifelong mathematical learners.
Illustration 1: (University of Wisconsin WIDA, 2018, p. 4)
The article and the book address the importance of scaffolding for students. The book explains three main reasons teachers should use scaffolding, while the article explains techniques teachers should use to help them utilize scaffolding strategies (Hess, 2023; University of Wisconsin WIDA, 2018). Teachers must understand the three reasons from the book first, and then they need to utilize the three techniques from the article to understand the full potential of scaffolding (Hess, 2023; University of Wisconsin WIDA, 2018). Once the reasons and techniques are understood, teachers can plan scaffolding strategies for their students. The book gave examples of scaffolding strategies that connect to the reasons and the stages in the actionable assessment cycle (Hess, 2023). The article, on the other hand, shared examples of scaffolding strategies, which the article referred to the strategies as micro or macro scaffolding practices, as they connect to each technique (University of Wisconsin WIDA, 2018). Therefore, the two sources ultimately show the importance of the teacher being intentional with the mental preparation of scaffolding. The article allowed me to understand further that teachers are responsible for building relationships with students to use scaffolding strategies effectively (University of Wisconsin WIDA, 2018).
Multilingual learners often need scaffolding strategies that involve vocabulary development. The book provides a seven-step strategy to develop the student's vocabulary development (Hess, 2023). The strategy allows students to learn and deepen their understanding of English words (Hess, 2023). Additionally, the article stresses the constant focus on scaffolding strategies to develop multilingual learners' vocabulary (University of Wisconsin WIDA, 2018). For example, the article explained a situation where a teacher used their knowledge that a few multilingual students in the class played soccer to introduce the vocabulary term y-intercept. The students and the teacher “compared the point where a line crosses the vertical y-axis to the point when a player intercepts a ball from their opponent. Their familiarity with the word ‘intercept’ in real-life terms helped students relate to the way the term is used in math” (University of Wisconsin WIDA, 2018, p. 6). With both sources acknowledging that using scaffolding strategies such as the seven-step strategy or life comparisons to build students' understanding of vocabulary, I understand I must utilize specific vocabulary development strategies with my students.
Both sources address that scaffolding strategies do not affect the rigor of the tasks (Hess, 2023; University of Wisconsin WIDA, 2018). The book states, “Scaffolding doesn't change the rigor of a task, but it can reduce the demands on a student's working memory during learning” (Hess, 2023, chp 4, para 5). The article furthers the idea of rigor, explaining that teachers must reduce supports when needed (University of Wisconsin WIDA, 2018). Scaffolds allow students to struggle productively without their motivation shutting down (Hess, 2023). Overall, scaffolding strategies provide opportunities for students to deepen their learning and become lifelong critical thinkers.
Hess, K. (2023). Rigor by design, not chance. Association for Supervision and Curriculum
Development (ASCD).
University of Wisconsin WIDA (2018). Scaffolding learning for multilingual students in math. https://wida.wisc.edu/sites/default/files/resource/FocusBulletin-Scaffolding-Learning-Multilingual- Students-Math.pdf
I noticed throughout Chapter 3 that Hess mentions how scaffolding is very beneficial to Multilingual learners. I became very interested in how, as a future math educator, I can scaffold effectively for Multilingual learners while maintaining rigor. I found the article “Scaffolding Learning for Multilingual Students in Math” to provide more insight into how to use scaffolding strategies to deepen Multilingual students' learning (University of Wisconsin WIDA, 2018). The article addresses the concept of scaffolding up, which “happens at two levels: macro and micro. Macro-scaffolding practices, also called planned scaffolding, happen before a lesson ... Micro-scaffolding practices happen during a lesson in the interactions between teacher and student” (University of Wisconsin WIDA, 2018, p. 3). Teachers must be flexible in their teaching to scaffold according to student's needs (University of Wisconsin WIDA, 2018). The three primary techniques to scaffold up are valuing students’ resources for learning, developing a strong community of learners, and engaging students in a rigorous curriculum (University of Wisconsin WIDA, 2018). Throughout each scaffolding up technique, there are deliberate ways to include macro and micro scaffolding practices (refer to illustration 1) (University of Wisconsin WIDA, 2018. The first technique explains that teachers need to build connections with all of their students (University of Wisconsin WIDA, 2018). When the teacher knows each student, they can use their student's experiences to drive learning (University of Wisconsin WIDA, 2018). The second technique describes how collaborative learning provides opportunities for students to deepen their understanding (University of Wisconsin WIDA, 2018). However, the article points out, “the social nature of learning is also why expanding students’ language resources directly supports their learning and thinking” (University of Wisconsin WIDA, 2018, p. 10). Therefore, teachers must provide scaffolding strategies to help learners with language and vocabulary skills (University of Wisconsin WIDA, 2018). The final technique addresses that teachers must intentionally maintain rigor for their students (University of Wisconsin WIDA, 2018). Therefore, scaffolding supports will adapt over time so that students maintain a productive struggle (University of Wisconsin WIDA, 2018). Teachers must use scaffolding practices to develop lifelong mathematical learners.
Illustration 1: (University of Wisconsin WIDA, 2018, p. 4)
The article and the book address the importance of scaffolding for students. The book explains three main reasons teachers should use scaffolding, while the article explains techniques teachers should use to help them utilize scaffolding strategies (Hess, 2023; University of Wisconsin WIDA, 2018). Teachers must understand the three reasons from the book first, and then they need to utilize the three techniques from the article to understand the full potential of scaffolding (Hess, 2023; University of Wisconsin WIDA, 2018). Once the reasons and techniques are understood, teachers can plan scaffolding strategies for their students. The book gave examples of scaffolding strategies that connect to the reasons and the stages in the actionable assessment cycle (Hess, 2023). The article, on the other hand, shared examples of scaffolding strategies, which the article referred to the strategies as micro or macro scaffolding practices, as they connect to each technique (University of Wisconsin WIDA, 2018). Therefore, the two sources ultimately show the importance of the teacher being intentional with the mental preparation of scaffolding. The article allowed me to understand further that teachers are responsible for building relationships with students to use scaffolding strategies effectively (University of Wisconsin WIDA, 2018).
Multilingual learners often need scaffolding strategies that involve vocabulary development. The book provides a seven-step strategy to develop the student's vocabulary development (Hess, 2023). The strategy allows students to learn and deepen their understanding of English words (Hess, 2023). Additionally, the article stresses the constant focus on scaffolding strategies to develop multilingual learners' vocabulary (University of Wisconsin WIDA, 2018). For example, the article explained a situation where a teacher used their knowledge that a few multilingual students in the class played soccer to introduce the vocabulary term y-intercept. The students and the teacher “compared the point where a line crosses the vertical y-axis to the point when a player intercepts a ball from their opponent. Their familiarity with the word ‘intercept’ in real-life terms helped students relate to the way the term is used in math” (University of Wisconsin WIDA, 2018, p. 6). With both sources acknowledging that using scaffolding strategies such as the seven-step strategy or life comparisons to build students' understanding of vocabulary, I understand I must utilize specific vocabulary development strategies with my students.
Both sources address that scaffolding strategies do not affect the rigor of the tasks (Hess, 2023; University of Wisconsin WIDA, 2018). The book states, “Scaffolding doesn't change the rigor of a task, but it can reduce the demands on a student's working memory during learning” (Hess, 2023, chp 4, para 5). The article furthers the idea of rigor, explaining that teachers must reduce supports when needed (University of Wisconsin WIDA, 2018). Scaffolds allow students to struggle productively without their motivation shutting down (Hess, 2023). Overall, scaffolding strategies provide opportunities for students to deepen their learning and become lifelong critical thinkers.
References
Hess, K. (2023). Rigor by design, not chance. Association for Supervision and Curriculum
Development (ASCD).
University of Wisconsin WIDA (2018). Scaffolding learning for multilingual students in math. https://wida.wisc.edu/sites/default/files/resource/FocusBulletin-Scaffolding-Learning-Multilingual- Students-Math.pdf
Hi Lucy,
ReplyDeleteYou have a lot of useful information that really resides with my research and the reading for the week. Your first quote about building up confidence for a student is almost as important as the content itself. Without confidence for a student, frustration or shutdown levels will overpower the student and risk their academic work, attitude, or willingness to do anything. You also bring up an excellent thought about multilingual learners and how essential it is to build scaffolding strategies to develop strong vocabulary, especially if English is not their first language. Soccer is a well-known sport across the country, the example of using the goal line as the x-axis and y-axis can make the difference in the world if that is what their interests are. The last quote you mentioned about scaffolding not changing rigor content instead but breaking it down for students and leading them really opened up my eyes. Sure, we need to teach complex ideas to students but if there is no wiggle room or if students can't understand complex ideas, what is the point in teaching it? Overall, great use of research and ideas!
What a great connection to make. So often, we forget that EL students bring lots of knowledge and skills, but the language barrier daunting.
ReplyDeleteI loved the example of connecting soccer to the multilingual learners with interest in soccer. Connecting the content to something students care about makes it have much deeper meaning. This post had a lot of useful information. I didn't know scaffolding played such a significant role in developing language and vocabulary for multilingual learners. I wonder if scaffolding can become overused at some point or if it is always beneficial for students.
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