However, preschool teachers scarcely engage in them. ![]() Modification sections in DREME Math Moments include suggestions for increasing or decreasing the challenge and adding variety.The importance of diagnostic and scaffolding activities for early science learning has been shown consistently.Activity Modification sections in the DREME Center/Small Group Math Activities include ways to vary activities to make the math more or less challenging.Make the Math Easier/Harder and Make the EF Easier/Harder tables in the DREME Guided Small Group Math Activities provide scaffolds for math and EF.To see some activities with built-in scaffolding suggestions, check out these DREME resources: To learn more, see the DREME article on intermediate steps. Another form of scaffolding is to break down activities into several smaller, more manageable steps. There are various types of scaffolding.Teachers and their students benefit from trying different ways of changing a task depending on children’s knowledge, abilities, or experiences. Some scaffolding ideas may work better for some children than for others.Learning how to scaffold takes time and practice.Rosa did not learn that she overcounted and did not have an opportunity to pause and figure out the solution. In this interaction, the teacher immediately corrected Rosa and gave her the answer. Teacher: “Good try, but that’s not right. Now we know that there are exactly five bears! That’s how many bears we have!” What Does Scaffolding NOT Look Like?Īs you read the next example, think about why it is not an example of scaffolding. Teacher: “You were very careful to count each bear only once. Then Rosa continues counting independently…), 3, 4, 5.” Rosa (and her Teacher): “1, 2 … ( Together, the teacher and Rosa count the first two bears while Rosa uses the tongs to move the bears one at a time. Model carefully to inhibit the child from doing the activity too quickly and incorrectly: Let’s use these tongs to count each bear one at a time while we take them out of the bowl and line them up in a row.” Teacher: “These two bears went into the bowl together. 1, 2, 3, 4.” ( Rosa moves two bears when saying the number four). Next, assess if the strategy was sufficient if not, try another: Teacher: “You counted aloud all the way up to eight! Let’s count again, this time putting each bear into this bowl as you count.” Although this type of overcounting is common among young preschoolers, if Rosa keeps overcounting for several weeks or longer, her teacher could use scaffolding in this way: In the earlier vignette, Rosa counted aloud up to eight when counting five bears. When teachers incorporate scaffolds into their instruction, more students can learn from and succeed at the activity. All children benefit from scaffolding.By adjusting the demands for math, EF, or both types of skills during a math activity, teachers give children more opportunities to practice skills that are appropriately challenging. Teachers can provide scaffolds for many types of skills, including math and executive function (EF).When a math task is scaffolded so the level of difficulty is appropriate for a specific child, the child is more likely to enjoy and learn from the task than when they do a task that is too easy or too difficult without the scaffold.Why Use Scaffolding with Math Activities? With support from scaffolding, the child might be able to complete a task that is challenging-too challenging to complete without the scaffolding, but now one at which the child can succeed independently. If it is too easy, the child might not learn the new skill or stay engaged. ![]() If the task is too difficult, the child might become frustrated. The key is changing the task just enough so it is not too difficult and not too easy. Scaffolding differs from other kinds of support because it involves figuring out how to change a task so the level of difficulty is just right for the child. Scaffolding a math task means adjusting the task in ways that foster a child’s learning. She counts the five bears in front of her, saying, “1, 2, 3, 4, 5, 6, 7, 8!” One way for her teacher to respond is to provide the correct answer. ![]() Three-year-old Rosa empties the bowl of counting bears while sitting at the table with her teacher.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |