Research shows that students who experience high rates of success remain engaged and the provision of scaffolding as an evidenced based practice helps maintain high rates of success as students learn new or challenging content (Dickson et al.,1998). Knowing this is a critical component of establishing an effective classroom system, educators can embed key elements of scaffolding into their lessons and instructional strategies by: offering opportunities for partnering, chunking content or presentation through the use of graphic organizers, providing demonstrations or completed models, and including prompting or cueing when checking for understanding. This high leverage practice (HLP) is highly effective when students are learning new concepts or complex materials and can be faded as they demonstrate mastery. To learn more about scaffolding and when or how to use it, check out these resources: VTSS: Foundations of Student Success – Module 7 and the CEEDAR video: Use Scaffolded Supports.
References
Dickson, S. V., Collins, V. L., Simmons, D. C., & Kameenui, E. J. (1998). Metacognitive strategies: Instruction and curricular basics and implications. In D. Simmons & E. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 361–380). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Kennedy, M. J., Romig, J.E., & Peeples, K. (2021). HLP 15: Use Scaffolded Supports. https://highleveragepractices.org/hlp-15-use-scaffolded-supports
Virginia tiered systems of supports: Foundations of Student Success. CIEES OSEP LMS. (2024).https://osep.cieesodu.org/videomodule/virginia-tiered-systems-of-supports-foundations-of-student-success/
