Effective Instructional Models to Scaffold Learning

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Effective Instructional Models to Scaffold
Learning

• Joyce VanTassel-Baska, Ed.D.
• Jody and Layton Smith Professor in Education
• Executive Director, Center for Gifted Education
• The College of William and Mary

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Building Rigor in Advanced Curriculum

• Start with an advanced curriculum base.
• Use diagnostic assessments to calibrate actual
  student learning levels.
• Employ task demands that require higher level
  thinking and problem-solving.
• Provide feedback on performance.
• Use assessment that is advanced.

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Rigor cont.

• Track progress on advanced skills.
• Subgroup students by learning rate and progress
  on complex material.
• Adjust the curriculum level upward as evidence
  suggests readiness for targeted learners.
• Sustain growth in learning new content and
  skills.

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Models

• Concept Development Model
• Reasoning Model
• Problem-Based Learning

• Hamburger Model
• Dagwood Model
• Vocabulary Web
• Literature Web

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Literature Web
Key Words
Feelings
READING
Ideas
Images/Symbols
Structure
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• Wild Geese
• You do not have to be good.
• You do not have to walk on your knees
• for a hundred miles through the desert,
  repenting.
• You only have to let the soft animal of your body
• love what it loves.
• Tell me about despair, yours, and I will tell you
  mine.
• Meanwhile the world goes on.
• Meanwhile the sun and the clear pebbles of the
  rain
• are moving across the landscapes,
• over the prairies and the deep trees,
• the mountains and the rivers.
• Meanwhile the wild geese, high in the clean blue
  air,
• are heading home again.
• Whoever you are, no matter how lonely,
• the world offers itself to your imagination,
• calls to you like the wild geese, harsh and
  exciting
• over and over announcing your place
• in the family of things.

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Vocabulary Web

Synonyms
Source (sentence where you saw the word)
Definition
WORD
Antonyms
Example
Part of Speech
Analysis
Word Families
Stems
Origin
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Hamburger Model for Persuasive Writing
Introduction (State an opinion.)
Elaboration
Elaboration
Elaboration
Reason
Reason
Reason
Elaboration
Elaboration
Elaboration
Conclusion
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Dagwood Model
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Issues in Teaching Thinking

• Embedding in content
• Use of multiple modes and types
• Assessed by products

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Elements of Reasoning
-- Paul, 1992
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Question Tree based on Reasoning Model

• What is the question or issue of interest?
• What is the purpose of _____________?
• What points of view or perspectives are important
  to
• understanding __________________?
• What assumptions underlie each perspective on
  ________?
• What data/evidence support a given perspective on
  _____?
• What inference can be made about ______________,
  based
• on the evidence?
• What are the implications and consequences of
  __________?

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Reasoning Sample

• In mid-July, I called the county office that
  handles streetlights. I pointed out that
  low-growing tree branches in my neighborhood were
  obscuring a number of the streetlights. I further
  pointed out that some of the streets were nearly
  totally dark. The county informed me that
  trimming trees away from lights was not one of
  its duties and I was told to call Virginia Power.
  When I called Virginia Power, I was informed that
  trimming limbs away from streetlights was not its
  responsibility and I should call the county. I
  told the electricity company that the county had
  stated that Virginia Power was responsible for
  the work. I also informed the county that
  Virginia Powers position is that the county must
  do the work. These two organizations are in no
  hurry to resolve this problem, for the limbs are
  growing longer as the streets grow darker. I can
  only hope that if you print this note, maybe Ill
  get some action.
• -- from The Virginia Gazette, October 3, 1998

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Reasoning about a Situation or Event
What is the situation?
Who are the stakeholders?
What is the point of view for each stakeholder?
What are the assumptions of each group?
What are the implications of these views?
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Concept Development

• Concept Development Process
• Cite examples.
• Categorize.
• Cite non-examples.
• Generalize.

• Examples of Concepts
• (used in WM curriculum units)
• CHANGE
• SYSTEMS
• CAUSE AND EFFECT
• AUTHORITY
• PERSPECTIVE

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Sample Concepts Useful in Curriculum Development
Change Life and Death Scale
Constancy Models Signs and Symbols
Evolution Origins Systems
Family Patterns Time
Good and Evil Patterns of Change Truth
Knowledge Power Wisdom
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Analyzing a System
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Features of Problem-based Learning

• Learner-centered
• Real world problem
• Teacher as tutor or coach
• Emphasis on collaborative teams
• Employs metacognition
• Uses alternative assessment
• Embodies scientific process.

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Problem Statement (Tailored for Local Area)

• You are the supervisor of the day shift of the
  Virginia State Highway Patrol in Williamsburg,
  Virginia. It is 600 a.m. on a steamy June
  morning. You are awakened by the ringing phone.
  When you answer you are told, Come to the
  Queens Creek overpass on eastbound Interstate
  64. There has been a major accident and you are
  needed.
• Quickly you dress and hurry to the overpass. As
  you approach the bridge, you see an overturned
  truck that is completely blocking both eastbound
  lanes of the freeway. You see CORROSIVE on
  small signs on the side and rear of the truck.
  The truck has lost at least one wheel and is
  resting on the freeway guard rail. There is a
  large gash in the side of the truck from this
  gash, a clear liquid is running down the side of
  the truck, onto the road, and down the hill into
  Queens Creek. Steam is rising from the creek.
  All traffic has been halted and everyone has been
  told to remain in their cars. Many of the
  motorists in the traffic jam appear to be angry
  and frustrated. Police officers, firemen, and
  rescue squad workers are at the scene. They are
  all wearing coveralls and masks. The rescue squad
  is putting the unconscious truck driver onto a
  stretcher. Everyone seems hurried and anxious.

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Need to Know Board
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Meaningful Project Work

• Advances content understanding
• Teaches higher level skills of cognition and
  metacognition.
• May be group or individual
• Requires written and oral outcomes
• May be short term or long term (1 week- 1
  semester)
• Is assessed by rating of skills employed and
  quality of product

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Sample Task Demand

• Ask students to design an experiment to test a
  question of interest to them
• Examples
• Do people prefer Product X over Product Y?
• Are ants attracted to sugar?
• Are girls more addicted to computers than boys?
• A research report must be prepared and presented,
  using technology applications. Be sure to address
  hypothesis, data collection techniques,
  appropriate data tables, conclusions, and
  implications of the findings based on the
  original question.

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What is Positive Change?

• Enhancing learning for students
• Climate of excellence
• Learning-centered students, parents, and teachers