“Better than a thousand days of diligent study is one day with a great teacher.” This Japanese proverb conveys the potential impact of an outstanding teacher. Such teachers have the ability to meet students where they are in the learning process and provide the specific supports required to produce learning gains.
This teaching ability effectively describes the process of scaffolding. This instructional practice is identified as one of 22 High-Leverage Practices (HLPs) for Students with Disabilities established by the Council for Exceptional Children and the CEEDAR Center at the University of Florida. Our community of practice with the Mississippi Department of Education (MDE) has specifically focused on three of these HLPs: explicit instruction, adapting curriculum, and providing scaffolded supports.
Scaffolded supports provide temporary assistance that allows students to complete tasks they cannot yet do independently and with a high rate of success. Scaffolded instruction impacts student learning by building upon the present level of student knowledge and experience. It bridges learning gaps to help students better grasp concepts, strategies, and skills.
To implement effective scaffolded supports, teachers must know the capabilities of their students and exactly what they need to know. They can then select powerful visual, verbal, and written supports and teach students to use them to complete specific tasks. Some of these supports are preplanned, and others may be provided responsively during instruction. By prompting students to use the scaffolds, teachers can then evaluate the effectiveness of the scaffolds in helping students reach the intended outcomes. These supports can then be gradually removed once the teacher determines they are no longer needed.
Through the use of appropriate supports, students can stretch beyond what they are currently capable of doing on their own. This practice is particularly powerful because it meets students where they are and helps them expand their capabilities. Check out our infographic for providing scaffolding supports and use it as a reference guide for you and your team.
Authors: Samuel Glickman, Jessica Folsom; Region 7 Comprehensive Center
Aceves, T. C. & Kennedy, M. J. (Eds.) (2024, February). High-leverage practices for students with disabilities. 2nd edition. Council for Exceptional Children and CEEDAR Center. https://ceedar.education.ufl.edu/wp-content/uploads/2024/03/High-Leverage-Practices-for-Students-with-Disabilities.pdf
