SEND Five-a-day

Further Examples of Scaffolds (not exhaustive)

· I do, We do and You do approach: faded guided practice. · Verbal prompts and reminders. · Pre - teach the vocabulary. · Partially - completed sentences. · Knowledge organisers. · Live model concept maps. · Further repetition · Explicit scaffolds for verbal responses e.g advantages….whereas disadvantages. · Worked examples: live or pre - planned. · Break the task down into chunks

Finding the sweet spot!

The purpose of scaffolding is not to make content ‘easier’; we still want all pupils to be challenged. If we over - scaffold, then pupils may only process the content on a superficial level; if we under - scaffold, then we risk pupils not being able to process the information at all. Finding the ‘sweet spot’ relies on the teachers tailoring the scaffolding to best meet their pupils’ understanding (Pol et al, 2015). When used effectively, scaffolding can enable pupils to achieve learning goals that would otherwise have been impossible for them (Didau & Rose, 2016).

Fading the scaffold

Scaffolding is necessary but temporary! The aim is always to remove that support when it is no longer required (EEF, 2020). However, scaffolds need to be faded, meaning they should be removed gradually depending on how pupils’ understanding progresses.