Scaffolding Lessons

In groups, discuss what you think is

meant by differentiation and
scaffolding. Include…

• What are the similarities and

1. I can understand the difference between
differences between them?
scaffolding and differentiation. • Can you give any examples?
2. I can define success criteria.
3. I can apply scaffolding to success criteria. You may use a Venn Diagram to record
4. I can plan and create a scaffolded lesson. your conversation.

Scaffolding Differentiation

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You are responsible for taking your own notes You will need to use your notes and textbook to study
Scaffolding Vs Differentiation
Scaffolding and differentiation are both instructional approaches used to support learners, but they
differ in their focus and implementation.

Scaffolding is an instructional technique that involves providing temporary support and guidance to
learners as they work on tasks or learn new concepts. The goal of scaffolding is to help learners
build on their existing knowledge and skills, gradually fading the support as they become more
independent and proficient.

Differentiation, on the other hand, is an instructional approach that aims to meet the diverse needs of
learners by modifying and adapting instruction based on their individual strengths, interests, and
readiness levels. It recognizes that learners have different learning styles, preferences, and abilities,
and it seeks to provide appropriate instruction and learning experiences for each student.

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I can understand the difference between scaffolding and differentiation do!
Scaffolding
Key characteristics of scaffolding include:

1. Temporary support: Scaffolding is not a permanent feature of instruction. It is gradually reduced

or removed as learners gain proficiency and become self-sufficient in their learning.

2. Gradual release of responsibility: Scaffolding involves a gradual transfer of responsibility from the
teacher to the learner. Initially, the teacher provides significant support, and as the learner gains
competence, the support is gradually reduced, allowing the learner to take on more responsibility
for their learning.

3. Adjusting the level of challenge: Scaffolding involves tailoring instruction to the learner's needs by
adjusting the level of challenge. It ensures that tasks are within the learner's zone of proximal
development (the gap between what learners can do independently and what they can achieve
with support), promoting optimal learning and growth.

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I can understand the difference between scaffolding and differentiation do!
Differentiation
Key characteristics of differentiation include:

1. Individualized instruction: Differentiation involves tailoring instruction to meet the specific needs
of individual learners. It may involve adjusting content, process, product, or learning environment
to accommodate different learning styles, abilities, and interests.

2. Flexibility in learning experiences: Differentiation allows for flexibility in the ways students engage
with and demonstrate their learning. It offers various options, pathways, or activities that align
with students' readiness levels, interests, and learning profiles.

3. Personalization: Differentiation recognizes that learners have unique strengths and challenges,
and it aims to personalize instruction to optimize learning outcomes. It involves understanding
and responding to students' individual needs, motivations, and learning goals.

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I can understand the difference between scaffolding and differentiation do!
Success Criteria
Success criteria are specific and measurable goals that define what success
looks like for a particular task, assignment, or learning objective.

Success criteria are…

1. Clear and specific: Success criteria are precise and clearly articulated.
They outline the specific knowledge, skills, or qualities that learners need
to demonstrate to achieve success. They avoid vague or ambiguous
language, providing concrete indicators of what is expected.
2. Measurable and observable: Success criteria are measurable, meaning
that they can be objectively assessed and observed. They focus on
outcomes that can be demonstrated or produced by learners, allowing for
effective evaluation and feedback.
3. Aligned with learning objectives: Success criteria are directly linked to the
learning objectives or desired outcomes of the task or assignment. They
align with the specific knowledge, skills, or understanding that learners
are expected to develop through the learning experience.
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I can define success criteria do!
Success Criteria
4. Varied levels of achievement: Success criteria can encompass different levels of achievement to
accommodate a range of learner abilities and growth. They may include indicators for meeting
the basic requirements, as well as indicators for exceeding expectations or demonstrating
exceptional performance.
5. Understandable by learners: Success criteria are communicated clearly to learners, ensuring
they understand what is expected of them. They can be shared through written instructions,
rubrics, checklists, or exemplars, allowing learners to self-assess and monitor their progress
towards meeting the criteria.
6. Reflective of quality or standards: Success criteria reflect the quality or standards expected for
the specific task or learning objective. They capture the essential elements that demonstrate
mastery or proficiency in the given context.

By providing learners with clear success criteria, educators can help them understand what they
need to do, focus their efforts, and self-assess their progress. Success criteria also serve as a
valuable tool for providing targeted feedback, as they provide a common understanding of what
success entails and guide students in making improvements or adjustments to their work

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I can define success criteria do!
Scaffolding Success Criteria
When it comes to success criteria, scaffolding can be employed to assist learners in understanding
and achieving the desired learning outcomes by…

1. Breaking down complex tasks: Scaffolding can break down complex tasks into smaller, more
manageable steps or subskills. By providing clear and sequential success criteria for each step,
learners can focus on mastering one aspect at a time, gradually building towards the larger goal.

2. Providing examples and models: Providing examples or models that demonstrate the expected
outcomes or standards for success can serve as a reference point for learners, showing them
the quality or characteristics of work that meets the success criteria.

3. Guiding questions and prompts: Guiding questions or prompts can help learners think critically
and reflect on their progress towards meeting the success criteria. These prompts can
encourage self-assessment and self-reflection, guiding learners to identify areas where they may
need further improvement or adjustment.

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I can apply scaffolding to success criteria do!
Scaffolding Success Criteria
4. Offering support materials or resources: Providing additional support materials or resources,
such as reference guides, graphic organizers, or templates, to assist learners in organizing their
thinking and work effectively towards the success criteria.

5. Giving feedback and time for revision: Providing constructive feedback to learners based on the
success criteria. Feedback helps learners understand where they stand in relation to the desired
outcomes and can guide them in making revisions and improvements to their work.

By applying scaffolding techniques to success criteria, educators can provide the necessary support
and structure for learners to develop their skills and understanding. Scaffolding helps learners
gradually internalize the knowledge and skills required to meet the success criteria, enabling them
to eventually work independently and confidently towards achieving the desired learning outcomes.

I
I can apply scaffolding to success criteria do!
Scaffolding with Bloom’s Taxonomy
There are six levels of cognitive learning according to the revised version of Bloom's Taxonomy.

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I can apply scaffolding to success criteria do!
Scaffolding Success Criteria
Chemistry Gd 11 GEN, Topic 4 Stoichiometry, 4.3 Limiting Reagents

KPIs
4.3.1 Describe the reason why a reaction between two substances comes to an end
4.3.2 Distinguish between limiting reactant and excess reactant in a chemical reaction
4.3.3 Explain the importance of using an excess reactant in a chemical reaction

Success Criteria
I can describe the reason why a reaction between two substances comes to an end (knowledge)
I can distinguish between limiting and excess reactants in a chemical reaction (understand)
I can explain the importance of using an excess reactant in a chemical reaction (analyze)

In this example the KPIs match with Bloom’s Taxonomy, if they do not, then maybe the KPIs do
not belong in the same lesson.

We
I can apply scaffolding to success criteria do!
Sub-Title (Guided)

Group Task Individual Task

Thinking time Full sentences Discuss

Order the following verbs from lowest to highest
order of thinking skills… Take any three KPIs from a topic of your choice.
They should naturally fall into the same lesson.
• Contrast Create scaffolded success criteria from the KPIs.
• Sketch
• Explain
• Modify
• Infer
• Prioritze

Need Help! Want A Challenge!

You may check your responses with Bloom’s Ensure the success criteria move from lower to
Taxonomy. higher order critical thinking skills.
We You
Give an Opinion! Do you Agree?
do! Can you Build On? Will you Challenge?
do!
Progress Check (Independent)
Create success criteria for a lesson of your choice.

Criteria…
Low Medium High
The KPIs are turned into ‘I The KPIs are turned into ‘I The KPIs are turned into ‘I
can’ statements can’ statements, using can’ statements, and are
Bloom’s taxonomy ordered in terms of increasing
cognitive function, according
to Bloom’s Taxonomy.

You
I can plan and create success criteria for a lesson do!