Scaffolding In Guided Math Groups: Part 2

Posted on December 27, 2010. Filed under: Differentiated Instruction, During the Guided Math Lesson, Graphic Organizers | Tags: , , , , |

There are many different types of scaffolds.  We should be sure to use a variety of scaffolds to accommodate our students (Alibali, 2006).  For example, we use scaffolds to accommodate the readiness levels of learners, novice, apprentice, practitioner and expert.  But, we also use scaffolds to accommodate the progression of knowledge among learners, so the apprentice might start with one type of scaffold and then move on to a more complex one later.  Hartman (2002) states that scaffolds may include models, cues, prompts, hints, partial solutions, think aloud modeling and direct instruction.

A procedural facilitator can be a hint, cue card or partially completed example (cited in Van der Stuyf, 2002). For example, when teaching rounding, the graphic organizer with the hills on it and the numbers tell students what to do (GOOGLE ANTHILL NUMBER ROUNDOFF/ ).  Another example for rounding  is a colored number grid Here is another example of a graphic organizer being used as a scaffold for rounding.  This one uses the number line Also, poems like the rounding poem can be considered a scaffold (a type of cue card) because they give prompts to what should happen. Here is another example of a cue card type of scaffold.  Notice the prompts at the top of the sheet. [you have to copy and insert url into your browser directly to get to  site]


Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69).  New York:  City College of City University of New York.

Google: Scaffolding as a Teaching Strategy (Van der Stuyf,  2002)


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One Response to “Scaffolding In Guided Math Groups: Part 2”

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Good Morning Dr. Nicki,
This is a fabulous post!!!!! The first reason is that is provides specific examples to be used when scaffolding lessons. When teachers ask me how can I scaffold math, I can support them with lots of ideas. The second reason is that I believe that rounding is a skill that students can build on. When I model a lesson, I always include estimation in it somehow. If kids know how to round a number, it strengthens their number sense. Believe me, I take your resources and use them in grade level team meetings, data meetings, and when I plan lessons with teachers. Gracias!

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