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Provide Scaffolded Supports - Coggle Diagram
Provide Scaffolded Supports
Definitions and rationale
Scaffolded supports are preplanned or used on the spot and then faded/removed when no longer needed
Supports teachers can provide in the moment when students are learning new skills
Supports are flexible and numerous (simple and more complex)
Scaffolds can be used with individual or groups of students across needed settings
Key components
Explicitly teach students to use scaffolds and prompt use
Scaffolds should clearly connect to the content being taught
Assuming students know how to use scaffolds is a mistake - explicitly teach each one
Provide students explicit cues on when to use the scaffold support
Evaluate impact
Provide multiple opportunities to practice under different conditions and offer feedback
Ensure students are connecting use of the scaffold to the specific task they are completing
Deilvering feedback is essential - gives student motivation to continue using the scaffold
Fade supports
Teachers should use data to make decisions about the use of supports
Students need lots of opportunities to practice with and without supports
Not a good idea to remove scaffolds without warning or additional preparation - gradual fading with teacher monitoring
Simply providing a scaffolded support is not the same as explicitly teaching the student how it is used