Ways To Scaffold In Math

Wednesday, I talked about scaffolding in more general terms but today I'll talk about specific ways of scaffolding.  It is great to have some suggestions to implement this in the classroom since many teachers need the specifics.   

Rather than teaching a full lesson, break it down into smaller mini lessons that build on each other.  This is what I'm doing when I looked at adding and subtracting fractions with unlike denominators.  I looked at everything they would need to find like denominators and decided to have a small lesson and practice on each of the topics.  This provides a safety net and insures they have everything they need to do the assignment. 

Provide an example of what they will be learning.  In addition, talk about the example as you are showing it.  This might include discussing each step so they know what is coming.  In essence it is providing an in-depth preview to the topic. 

When you teach the topic, provide multiple ways of describing the concept so students understand it.  For instance, when defining prime numbers, I give the standard definition of a prime number but I also show a picture of it so they can "see" it.  If you think of the numbers as representing area, the area has to be in a regular shape such as a square or a rectangle.  Prime numbers can only be shown one way as one by the number to have a rectangle while composite numbers can be represented at least two different ways and these representations show the factors for the number.

In addition, after you've shown them how to do it, give them a chance to try it themselves before assigning the work.  Be sure to break all the directions down into small chunks so they can follow the steps one at a time to get to the answer. When you break down the steps, you are providing scaffolding for those who need it. In addition, it is important to slow down, so we give students a chance to process the material.  It is not necessary to race through the book to cover everything.  It is more important to give students a chance to really learn the material. So slow down, pause, give students a chance to process it at different stages throughout the process.

Don't forget to use visuals,  The visuals might be videos, drawings, or an object but it is important for many students to have these.  If you are teaching geometry, you might have cut outs of a concave and convex shape to show the difference.  If you are teaching division of fractions, it might be a short video on how the process appears if we could see it.

Always make sure to cover vocabulary at the beginning so you can use the proper terms when teaching the concept, otherwise the lack of vocabulary might provide a stumbling block.  By front end loading the vocabulary, this stumbling block is removed.  In addition, take time to connect the new concept with previous concepts they have already learned. By activating prior knowledge, they can relate to it better.

This is not all of the suggestions, I'll continue this on Monday, adding several more techniques to help you scaffold your learners.  Let me know what you think, I'd love to hear.  Have a great day.