Download PDF of scaffold here.
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theory behind the scaffolding…
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking. A well-structured question…
…If we use effective questioning skills in the educational environment, we help our students to be more effective thinkers now and in the future.*
In the professional world, effective questioning skills…
…to ask insightful questions that lead to various solutions of challenging events.
This scaffolding activity uses the question continuum – a range of interrogatories that graduate from lower- to higher-level thinking. The discussions these questions provoke are…
You’ll see that the activity begins with the literal meaning of the data (lower-order thinking questions), and continue with…
*Zwiers, Jeff & Crawford, Marie (2011). Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings, USA, Stenhouse Publishers.
**ZPD = Zone of Proximal Development: the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky).
step by step…
- Choose a graph or map from the unit you’re about to begin that might be challenging for your students to understand. In the example below, you’ll see that…
NOTE: These maps and graphs probably see simple to us, but there is a lot of i……………………………………..y unwrap. Giving them time to process the different elements of the…………………………………….der the information more slowly so that later feel more confident in answering higher-level order questions.
- Formulate questions using t………………………………………………..
Example with graphs…(they will need to cross reference these graphs to answer the questions)
- Do natural disasters have economic consequences?
- Which graph connects ……………………s?
- Who would be most interested in graphs of natural disasters that did not show……?
- When is the most …………………….?
- Where are n……………………………….. economically? Least felt?
- What are the differences between…..
- How is the information for these graphs gathered?
- Why are economic consequences connected to….
- What if you worked on a team devoted to creating warnings for natural disasters…
- Formative Evaluation/Reflection: Students write ………………………….. using the Question Continuum below.
Other questions you can use with the graphs in your lessons:
- Do you wonder why…
- Do you think there is a correlation between…
- How do you see the difference between…
- Is there a reason why…
- Did you expect…
- Based on…how do you infer…
- Is this similar to…
- What does the graph not show?
- What else can you conclude from…
- How could you present this information in a different way?
- Do you have…
- What does the graph…
- What else can you conclude from these findings?
- How could you present this information in a different way?
- Do you have any other questions you might like to ask…
video explanation…
find more scaffolds here…
Scaffoldingmagic.com is your entryway into DYNAMIC bilingual learning methodologies, such as Phenomenon-Based Learning, CLIL, EMI, and ESL. You’ll find ways to implement critical thinking tools (DOK) to promote higher level thinking, the growth mindset, instill an ethic of excellence, deep reflection on learning, and all through multi-cultural, interdisciplinary activities. We have the keys to turning competences into action and to creating collective efficacy in your school so you move ahead as a unified, enthusiastic team.