Iris Module on Scaffolding

1.What are the two critical elements to keep in mind when using instructional scaffolding?
Modeling and Practice. Modeling means that students can watch the teacher and see how something is done and practicing is where the students work in groups or individually on the task shown by the teacher.
2.Briefly describe the three approaches to instructional scaffolding presented in this module.
The three approaches to instructional scaffolding are Content Scaffolding, Task Scaffolding, and Material Scaffolding. Content Scaffolding is where a teacher a teacher selects content that is not too difficult or the student, this allows the student to focus on the lesson. Task Scaffolding is where a teacher begins by specifying the steps in a task, then the teacher models the steps in the task, and she allows thinks out loud how he/she is doing these steps, followed by allowing the students to practice. Material scaffolding is involving the use of written prompts or cues to help the students perform a task or use a strategy like a word web.
3. List at least two reasons why error detection and correction is important.
1. Students understand what they should be doing
2. Students learn mistakes are ok as long as you know why you made the mistake and how t fix it and not make that same mistake again.
4. Imagine you are a fourth-grade teacher and one of your students, who has a learning disability, is experiencing difficulty with long division:
a. Which of the approaches discussed in this module would you use to scaffold instruction for this student?
First I would use task scaffolding to show the steps and how it is done then I would use material scaffolding and use visual steps to show them how it is done.

b. Why did you choose this approach?
I choose these approaches because students with disabilities can learn from visuals and also by seeing and doing. Me choosing both of these allows for the student to be taught the same thing in different ways so they can for sure learn it.
c. Give a detailed description of how you would use this approach to scaffold instruction for this student.

First I would get make sure I had my lesson plan that I worked out with me, then I would sit with the student and go over each individual step, followed by verbal explanations as to how and why I got a certain point and how they too can get to that point, followed by letting the student practice exactly what I did by writing each step out as I do and after I do and then by himself. After all that then I would get out to material scaffolding work sheets I made for this particular student and have the student use the worksheets to help perfect long division followed by going back over everything and grading it together to see where the student went wrong and why it as wrong and how to make it right!

.