Written by Is it scaffolding?
This morning I was thinking about the feedback I had received from students on our recent inquiry unit. I found myself listing the things I wished I had done a little differently. For example: discuss more, give more time to work on their writing in class, pay more attention to what students are finding and help them link it back to their inquiry question, give more effective and timely feedback to help students connect their findings and to drive learning. These are things that looking back, I don’t understand why I didn’t do more of as we went through the labs. Part of the reality was that I was focused on finishing the unit before the December holiday and it was the first time I had done something like this. There was structure to the lessons, labs and work the students were doing, but I know I could have done a better job of scaffolding the unit so that when it came to producing the final product students felt more confident in their work.
The focus of my action plan so far has been to create an authentic classroom, but I am wondering if maybe it is really about how might we provide thoughtful and effective scaffolding in order to support students engaging in authentic tasks.
Focusing on scaffolding might be it.
Great reflection on your recent unit! I think scaffolding is part of building toward an inquiry-based classroom. Students need to build the skills necessary to succeed in an inquiry environment – this looks different at the start and end of the school year, I think.
I am in a guided-inquiry stage in one of my classes, and I would like to empower them to be more independent, but am struggling to get them to *want* that independence. … I need some scaffolding for moving between stages!
Thanks @rutheichholtz! Great point about how students need to learn and practice skills in order to be successful in an inquiry environment. I’d love to chat with you about the differences in your units (at the beginning and end of the year). How do you start? and what do you begin to take away as you move through the year?
I wonder too, how to motivate students to be more independent!
@nbendle I think the tension all teachers feel is the one between “getting through” each unit (time) and ensuring that each student learns or meets the unit outcomes. You articulate this tension well in your reflection. If you could do back and do it all over again and gave more time to scaffolding and feedback what could you give up? Where could you find lost time by being creative in the way content or learning was transferred. A noble action plan indeed!
Hi @jmedved! Some great questions to consider – thanks for thinking prompts.
I am looking forward to exploring this!
@nbendle How are you?
I am checking in regarding your action plan.
We would love to get your final action plan HMW question by the end of this week so we can prepare a great day for you on April 21st at Havergal.
Here is the link: https://docs.google.com/forms/d/e/1FAIpQLScspYsVZKvxh5z4cFCGwBoIgyJ4imhx6BoxBqLWj5f_i52hmA/viewform
The video below takes you through the entire process too.
https://www.youtube.com/watch?v=18k_7teur14
Looking forward to catching up on April 21st and celebrating all the great work you have done!
Justin
Hey @nbendle! How have things been going? How is action plan shaping up? I’m looking forward to hearing more about your journey as you explore how we might create an authentic classroom that enriches the learning experience.
Have you heard of Chunk, Chew, Check? Here is an article that takes it a bit farther… Chewing is really where the learning happens, and for me, I have to walk or move while I am processing, how might we build that option for students who might also need that?
http://www.ascd.org/publications/newsletters/education_update/jun15/vol57/num06/Chunk-Challenge-Chew-Chat-Check.aspx
Hey @ddoucet! Looking forward to seeing you on Friday!
Love the idea. I have students do this when they are stuck on some type of problem, for example, not know how to answer a writing prompt. I often tell students to go for a quick walk and to come back when they have an idea. Usually, they look at me oddly as they exit the class and return ready and eager to write. This is just a small example and I am sure I could take it further. I am looking forward to reading the article – thanks for sharing!