Science Scaffolding

©Breakey, D. 2015. Mind Map Example.

The scaffolding model has been discussed in almost every class I have taken in my first semester at Brock. Scaffolding aims to give students more independence in their work by using teaching strategies that strengthens a students understanding and promotes a gradual release of responsibility from teacher to student. We have done so much talking about scaffolding that I was eager to see it put into action. I got that opportunity this week when I followed a grade 8 rotary schedule.

In grade 8 science the scaffolding model was demonstrated perfectly. The teacher began the lesson with a reading about the new unit. She provided the class background information about the unit and, as a class, they brainstormed what they had just learned using a word map. After the minds on, the teacher then introduced the next task that students would need to complete. Before handing it out, she completed a model of the mind map they would have to create on the board. She left this example up on the board so students could reference it. After she handed out the next task students were asked to complete a mind map, using the success criteria described in the example on the board and they could discuss in their groups if necessary. The teacher then circulated the room providing assistance to students who were struggling and observing the student collaboration around the room. This was a form of assessment and a good way of finding out which students were on track and which needed more support.

Finally, students were asked to submit their task for evaluation. If students needed more time they could complete the mind map for homework. This was an excellent way for the teacher to understand which students understood and which did not based on their final product. Seeing the scaffolding model in action made me understand why it is so useful in a classroom. Students can receive the support they need and gradually grow more independent in their work!