The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies

In the article, The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies, Barak Rosenshine and Carla Meister present various research and examples of the effective use of scaffolding to achieve higher levels of  student thinking.  Scaffolds allow for students to feel supported while closing the learning gaps they may have.  High level thinking and questioning strategies strengthen a student's cognitive ability, confidence, and performance.  Students are held accountable for their learning and can connect learning to their own lives if scaffolding and questioning are done effectively.

With so much for students to gain, how do we as educators effectively scaffold and question our students so that they are successfully answering, thinking and learning at higher levels?

This article gives many examples from across the curriculum of how scaffolding can and should be a part of our daily classroom practice.

     Scaffolds can be used:        

• Presenting a New Cognitive Strategy
• Regulating Difficulty During Guided Practice
• Varying the Context for Practice
• Providing Feedback
• Increasing Student Responsibility
• Providing Independent Practice

Please take time to post your 5 takeaways from the article, comment on my posts and one from a peer. (3 total posts).