CIF - Scaffolding and Collaboration

• English
• 10th Grade

The Common 

Instructional Framework

The Common 

Instructional Framework

Common Instructional Strategies

Learning by Collaborating

Learning by Writing

Learning by Reading

Learning by Discussing

Learning by Questioning

Learning by 

Scaffolding

Student

Engagement

for

Learning

Adapted from Bridgewood's Common Instructional Strategies, 2018

Adapted from NC New Schools, Common Instructional Framework

CIF Strategies

• Questioning
• Writing to Learn
• Reading to Learn
• Classroom Talk 
• Collaboration
• Scaffolding

From: TeachThought.com

6 Cognitive levels of learning

Use the action verbs to create learning objectives/outcomes

SCAFFOLDING

Learning Readiness

KNOW

UNDERSTAND

DO

Define scaffolding

Anticipate when scaffolding is needed.

Integrate scaffolding into lessons and activities.

What is your understanding of scaffolding?

• Scaffolding is a metaphor to describe the assistance offered by a teacher or peer to support learning and/or connect prior knowledge and experience with new information. 
• As with construction, a scaffold supports, provides a foundation, and can be removed when no longer needed. 
• It provides a framework for learning by providing something familiar to learn something new. 
• Scaffolding gives students a context, motivation, or foundation to understand the new information introduced during the coming lesson. 
• It can be used in all content areas. 
• Scaffolding enables the learner to be successful in more rigorous work by motivating the learner’s interest related to the task, providing direction to help the learner focus on achieving the learning goal, and reducing learner frustration and risk of failure. 

Scaffolding

• Assistance offered by a teacher or peer to support learning and/or connect prior knowledge and experience with new information
• Supports, provides a foundation, and can be removed when no longer needed
• Can be further developed as the student's learning needs progress
• Provides a framework for learning by providing something familiar
• Gives students a context, motivation, or foundation to understand new information. 
• Can be used in all content areas
• Enables the learner to be successful in more rigorous work by motivating the learner’s interest related to the task, providing direction to help the learner focus on achieving the learning goal, and reducing learner frustration and risk of failure.

Independent Learner

Guidance or Coaching

Dependent Learner

How do I know when to scaffold?

Will scaffolding be the same for ervery student?

What scaffolding have you noticed in our PD this week?

18 Ways to Scaffold Learning

Scaffolding techniques

Anticipation Guide 

Graphic Organizer 

K-W-L Charts and Various Versions of K-W-L  (KLEW)

Modeling 

Pre-Test 

Quick Write 

Think Alouds 

Word Splash - Pre-teach vocabulary

Questioning

Real-life connections

Visual aids

Chunk units into discrete lessons

Explain concepts multiple ways

Activate prior knowledge

QUESTIONING

LEARNING by COLLABORATING

Everything begins with a question.

What is the role of collaboration in the classroom?

KNOW

UNDERSTAND

BE ABLE TO DO

Text

Define collaborative learning.

Purposefully place students into collaborative learning groups.

Design and facilitate collaborative learning activities.

List necessary skills for successful collaborative learning.

Identify grouping methods.

Determine which grouping method is most effective for learning.

Determine which learning activity is appropriate for group learning.

Evaluate the skill sets of students.

Skills necessary
and/or developed
by collaboration

Anticipation Guide

Charting the Text

K-W-L

Pre-Reading T-Chart

Theme Spotlight

Web Quest/Web Search

• MANAGER, DIRECTOR, LEADER – keeps the team on task and assures that all participate  
• RECORDER, SCRIBE, SECRETARY – ensures all written records, records group progress  
• QUALITY CONTROLLER, CHECKER – ensures everyone understands and that the finished product is complete and meets grading standards 
• TIMER, PRODUCTION MANAGER – ensures time is used wisely and that deadlines are met  

Traditional Collaborative Learning Roles

WRITER, EDITOR – ensures that the finished written product respects all the rules of grammar and composition, that there are no spelling or punctuation errors 

ARTIST, ILLUSTRATOR – creates drawings, symbols, or other visual features of the product  

GRAPHIC DESIGNER, TECHNICIAN - same as artist, but employs the use of a technology tool  

PRESENTER, SPOKESPERSON – shares the product with the whole class, speaks using proper grammar, and speaks clearly and with confidence about the product 

Traditional Collaborative Learning Roles

HOWEVER...Let's Talk

• What constitutes a "product"?
• How is Collaborative Learning different than "group work"?
• What should begin every Collaborative Learning activity?
• What is the goal, for students, of Collaborative Learning?

Let's Play...

Brown v. Board of Education

Questions?