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    Lesson Plan including Scaffolding

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    Please see the attached lesson plan and rewrite the lessonâ??s procedure to include "scaffolding" using the framework below:

    Scaffolding Framework:

    1. The teacher does it - In other words, the teacher models how to perform a new or difficult task, such as how to use a graphic organizer. For example, the teacher may have a partially completed graphic organizer on an overhead transparency and "think aloud" as (s)he describes how the graphic organizer illustrates the relationships among the information contained on it.

    2. The class does it - The teacher and students work together to perform the task. â-¦ For example, the students may suggest information to be added to the graphic organizer. As the teacher writes the suggestions on the transparency, students fill in their own copies of the organizer.

    3. The group does it - Students work with a partner or a small cooperative group to complete a graphic organizer (i.e., either a partially completed or a blank one).

    4. The individual does it - This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly.

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    https://brainmass.com/education/lesson-planning/lesson-plan-including-scaffolding-394822

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    ScaffoldingFramework:

    1. The teacher does it - In other words, the teacher models how to perform a new or difficult task, such as how to use a graphic organizer. For example, the teacher may have a partially completed graphic organizer on an overhead transparency and "think aloud" as (s)he describes how the graphic organizer illustrates the relationships among the information contained on it.

    2. The class does it - The teacher and students work together to perform the task. For example, the students may suggest information to be added to the graphic organizer. As the teacher writes the suggestions on the transparency, students fill in their own copies of the organizer.

    3. The group does it - Students work with a partner or a small cooperative group to complete a graphic organizer (i.e., either a partially completed or a blank one).

    4. The individual does it - This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly.
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    TEXT STRUCTURES AND GRAPHIC ORGANIZER LESSON ...

    Solution Summary

    Scaffolding Framework:

    The teacher does it - In other words, the teacher models how to perform a new or difficult task, such as how to use a graphic organizer. For example, the teacher may have a partially completed graphic organizer on an overhead transparency and "think aloud" as (s)he describes how the graphic organizer illustrates the relationships among the information contained on it.

    The class does it - The teacher and students work together to perform the task. As the teacher writes the suggestions on the transparency, students fill in their own copies of the organizer.

    The group does it - Students work with a partner or a small cooperative group to complete a graphic organizer (i.e., either a partially completed or a blank one).

    The individual does it - This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly.

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