Have a few students come up to the board and try a math problem. Give students time to practice.Īfter you model learning for your students, take some time to practice with them. This is also a great time to implement cooperative learning structures. Come back together as a whole group and share any insights that might be helpful to everyone. Have them articulate concepts in their own words to one another. Give students talk time.īe sure to give kids plenty of time to process new information by partnering them up or breaking them into small groups. Connect to experiences they have had, such as field trips or other projects. Make connections to concepts and skills students have already learned. Front-load concept-specific vocabulary.Īrm students with specific academic language they will need to understand ahead of time so that vocabulary doesn’t become a stumbling block to higher-level learning. For example, if you’re teaching a lesson on polyhedrons, place models of different types on tables for students to see and touch. Show a video, pass out colorful images, or provide a concrete object to start off a new lesson. Scaffold learning by incorporating visual aids. If something is above your head, it’s immediately overwhelming, but if you break it into manageable chunks and take your time through it, you’re able to process it much better!” 6. It is an effective scaffolding strategy when we pause at various points of instruction and break it up. “But, when we slow down and give students more time to process, we are really helping students. “We move so fast as teachers because we fear that we won’t get through it all,” she says. Here is some great advice from Tammy at The Owl Teacher.

By breaking it down, you’re providing scaffolds that students need. Give them a checklist that they can follow. Scaffold learning by breaking directions down into chunks that students can complete one step at a time. Sometimes it’s hard for students to remember all the steps they have to follow for an assignment. The more ways you approach learning, the more sense it will make for students. Show them, tell them, and let them try it for themselves. Support different learning styles by approaching new concepts from multiple angles.

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