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Rescooped by Lynnette Van Dyke from Information and digital literacy in education via the digital path
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9 Scaffolding Steps For Deeper Understanding Infographic

9 Scaffolding Steps For Deeper Understanding Infographic | college and career ready | Scoop.it
9 Scaffolding Steps For Deeper Understanding In Your Classroom Infographic Ask a question What do you know about ants? Present a mystery for students to

Via Elizabeth E Charles
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Rescooped by Lynnette Van Dyke from Education Today and Tomorrow
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How To Integrate Education Technology With Scaffolding

How To Integrate Education Technology With Scaffolding | college and career ready | Scoop.it

As teachers we think about scaffolding for our students, but at times we neglect to consider scaffolding when asking students to use new technology in the classroom. This post shares experiences from two teachers and their use of technology. It includes a great table that begins with the "Helpful Hing: Never assume that your students know how to do anything when it comes to technology." 


Via Beth Dichter, Jordan Grant
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Scaffold Like an Ant- A simple scaffolding example

Scaffold Like an Ant- A simple scaffolding example | college and career ready | Scoop.it
I am teaching a class where I allow the students a set amount of time to draw out what they know about a subject. Today, the students did their pre-class work, then came to class, and we began to d...

Via Beth Dichter
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Beth Dichter's curator insight, November 9, 2013 8:20 PM

Check out this infographic which focuses on scaffolding for deeper understanding. Mia MacMeekin has provided a nine step process.

1. Ask a question.

2. Present a mystery for students to solve.

3. Ask students to draw what they know.

4. Give students ample time to research the mystery.

5. Ask students to draw the mystery and the solution again.

6. Ask students to share their drawings with other students.

7. Ask students to pull their ideas together in one drawing.

8. Teacher patiently asks what if questions.

9. If students needs more information, send them back to step #4, and start over again until the outcome or objective is reached.

MacMeekin notes that her students were engaged in the drawing/scaffolding phase of this and reached a deeper understanding than other classes had. It is also important to note that the ant is actually an analogy. To learn more click through to the post.

Xiaoxia Wang's curator insight, November 15, 2013 6:52 PM

How much time teachers would need this kind of problem-solving based scaffolding activity? When to use Thisbe kind of approach?