Abstract
A case study was devised to analysis a kindergarten teacher’s verbal scaffolding that she used to differentiate during reading instruction with her small groups in the classroom. The teacher’s altering focuses, lessons, and communication with each group is analyzed in the categories: direct explanation, explicit modeling, invitations to participate, clarification, verifications, and telling. This exemplary teacher nominated in southwestern Pennsylvania adjusted her lessons and scaffolding based on the needs of the kindergarten students in each group. While some students require more support than others, she manages to assist them in understanding even if she has to slightly veer from the planned questions, prompts, and discussions. …show more content…
Even though verbal scaffolding shows a beneficial form of teaching students that can be applied in the classroom, it may take time because of the differentiation in each student. Some teachers may not be able to create two to five different lesson plans and teach them effectively in their groups. It may also come with schedule conflicts or loss of time on other topics as a class since there is a limited amount of class time. It may be especially hard for teachers that teach multiple subjects to one class. This case study was only completed for one teacher and may not be successful in other classrooms. Even if verbal scaffolding isn’t successful in a classroom there are elements of the technique that can be applied in a classroom. For example, high and low support, prompting or questioning, meaningful discussions, and the amount of time a group meets. Verbal scaffolding is a possible solution to teaching diverse students, but may or may not be effective to some …show more content…
Palmer’s kindergarten classroom. By considering the needs of each student, the teacher can meet those needs and understand what a student needs if they are struggling. Differentiation in small groups give students direct support in order to improve their literacy. Verbal scaffolding can also help students to use and comprehend higher level strategies to relate to text. Even though Ms. Palmer’s students tested at and above benchmark level for the end of kindergarten, this teaching strategy isn’t a guarantee for all teachers. Every class is different, with a different variety of learners and may require other teaching
A case study was devised to analysis a kindergarten teacher’s verbal scaffolding that she used to differentiate during reading instruction with her small groups in the classroom. The teacher’s altering focuses, lessons, and communication with each group is analyzed in the categories: direct explanation, explicit modeling, invitations to participate, clarification, verifications, and telling. This exemplary teacher nominated in southwestern Pennsylvania adjusted her lessons and scaffolding based on the needs of the kindergarten students in each group. While some students require more support than others, she manages to assist them in understanding even if she has to slightly veer from the planned questions, prompts, and discussions. …show more content…
Even though verbal scaffolding shows a beneficial form of teaching students that can be applied in the classroom, it may take time because of the differentiation in each student. Some teachers may not be able to create two to five different lesson plans and teach them effectively in their groups. It may also come with schedule conflicts or loss of time on other topics as a class since there is a limited amount of class time. It may be especially hard for teachers that teach multiple subjects to one class. This case study was only completed for one teacher and may not be successful in other classrooms. Even if verbal scaffolding isn’t successful in a classroom there are elements of the technique that can be applied in a classroom. For example, high and low support, prompting or questioning, meaningful discussions, and the amount of time a group meets. Verbal scaffolding is a possible solution to teaching diverse students, but may or may not be effective to some …show more content…
Palmer’s kindergarten classroom. By considering the needs of each student, the teacher can meet those needs and understand what a student needs if they are struggling. Differentiation in small groups give students direct support in order to improve their literacy. Verbal scaffolding can also help students to use and comprehend higher level strategies to relate to text. Even though Ms. Palmer’s students tested at and above benchmark level for the end of kindergarten, this teaching strategy isn’t a guarantee for all teachers. Every class is different, with a different variety of learners and may require other teaching