Effective Instructional Models to Scaffold

Learning

Joyce VanTassel-Baska, Ed.D.Joyce VanTassel-Baska, Ed.D.Jody and Layton Smith Professor in

EducationExecutive Director, Center for Gifted

EducationThe College of William and Mary

Building Rigor in Advanced Curriculum Start with an advanced curriculum

base. Use diagnostic assessments to

calibrate actual student learning levels. Employ task demands that require

higher level thinking and problem-solving.

Provide feedback on performance. Use assessment that is advanced.

Rigor cont. Track progress on advanced skills. Subgroup students by learning rate

and progress on complex material. Adjust the curriculum level

upward as evidence suggests readiness for targeted learners.

Sustain growth in learning new content and skills.

Models Concept

Development Model

Reasoning Model Problem-Based

Learning

Hamburger Model Dagwood Model Vocabulary Web Literature Web

Literature Web

Key Words

READING

Feelings

Ideas

Structure

Images/Symbols

Wild GeeseYou do not have to be good.You do not have to walk on your kneesfor a hundred miles through the desert, repenting.You only have to let the soft animal of your body

love what it loves.Tell me about despair, yours, and I will tell you mine.Meanwhile the world goes on.Meanwhile the sun and the clear pebbles of the rainare moving across the landscapes,over the prairies and the deep trees,the mountains and the rivers.Meanwhile the wild geese, high in the clean blue air,are heading home again.Whoever you are, no matter how lonely,the world offers itself to your imagination,calls to you like the wild geese, harsh and exciting –over and over announcing your placein the family of things.

-- M. Oliver

Vocabulary Web

Source (sentence where you saw the word):

WORD:

Example:

Analysis

Word Families:

Part of Speech:

Stems:

Origin:

Definition:

Synonyms:

Antonyms:

Hamburger Model for Persuasive Writing

Reason

Introduction(State an opinion.)

Conclusion

Reason Reason

Elaboration

Elaboration Elaboration Elaboration

ElaborationElaboration

Dagwood Model

Reason

Claim/Opinion/Introduction

Background

Elaboration Elaboration

Other Points of View

Elaboration Elaboration

Reason Other Points of View

Elaboration

Reason Other Points of View

Conclusion

Details Details

Elaboration

Issues in Teaching Thinking

Embedding in content

Use of multiple modes and types

Assessed by products

Elements of Reasoning

-- Paul, 1992

Issue/Problem

Evidence/Data

Point of View

Implications/Consequences

InferencesConcepts/

Ideas

Purpose/Goal

Assumptions

Question Tree based on Reasoning Model

• What is the question or issue of interest?What is the question or issue of interest?•What is the purpose of _____________?What is the purpose of _____________?•What points of view or perspectives are important toWhat points of view or perspectives are important to understanding __________________?understanding __________________?•What assumptions underlie each perspective on ________?What assumptions underlie each perspective on ________?•What data/evidence support a given perspective on _____?What data/evidence support a given perspective on _____?•What inference can be made about ______________, basedWhat inference can be made about ______________, based on the evidence?on the evidence?•What are the implications and consequences of __________?What are the implications and consequences of __________?

Reasoning SampleIn mid-July, I called the county office that handles streetlights. I pointed out that low-growing tree branches in my neighborhood were obscuring a number of the streetlights. I further pointed out that some of the streets were nearly totally dark. The county informed me that trimming trees away from lights was not one of its duties and I was told to call Virginia Power. When I called Virginia Power, I was informed that trimming limbs away from streetlights was not its responsibility and I should call the county. I told the electricity company that the county had stated that Virginia Power was responsible for the work. I also informed the county that Virginia Power’s position is that the county must do the work. These two organizations are in no hurry to resolve this problem, for the limbs are growing longer as the streets grow darker. I can only hope that if you print this note, maybe I’ll get some action.

-- from The Virginia Gazette, October 3, 1998

Reasoning about a Situation or Event

What is the situation?

Who are the stakeholders?

What is the pointof view for each

stakeholder?

What are theassumptions of

each group?

What are theimplications ofthese views?

Concept Development

Examples of Concepts (used in W&M curriculum units)

CHANGESYSTEMSCAUSE AND EFFECTAUTHORITYPERSPECTIVE

Concept Development

ProcessCite examples.Categorize.Cite non-examples.Generalize.

Sample Concepts Useful in Curriculum Development

Change Life and Death Scale

Constancy Models Signs and Symbols

Evolution Origins Systems

Family Patterns Time

Good and Evil Patterns of Change

Truth

Knowledge Power Wisdom

Analyzing a SystemBoundaries

Elements

Inputs Outputs

Interactions

Features of Problem-based Learning

Learner-centered Real world problem Teacher as tutor or coach Emphasis on collaborative teams Employs metacognition Uses alternative assessment Embodies scientific process.

Problem Statement (Tailored for Local Area)

You are the supervisor of the day shift of the Virginia State Highway Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a steamy June morning. You are awakened by the ringing phone. When you answer you are told, “Come to the Queen’s Creek overpass on eastbound Interstate 64. There has been a major accident and you are needed.”

Quickly you dress and hurry to the overpass. As you approach the bridge, you see an overturned truck that is completely blocking both eastbound lanes of the freeway. You see “CORROSIVE” on small signs on the side and rear of the truck. The truck has lost at least one wheel and is resting on the freeway guard rail. There is a large gash in the side of the truck; from this gash, a clear liquid is running down the side of the truck, onto the road, and down the hill into Queen’s Creek. Steam is rising from the creek. All traffic has been halted and everyone has been told to remain in their cars. Many of the motorists in the traffic jam appear to be angry and frustrated. Police officers, firemen, and rescue squad workers are at the scene. They are all wearing coveralls and masks. The rescue squad is putting the unconscious truck driver onto a stretcher. Everyone seems hurried and anxious.

Need to Know Board

What do we know?

What do we need to know?

How can we find out?

Meaningful Project Work

• Advances content understanding

• Teaches higher level skills of cognition and metacognition.

• May be group or individual

• Requires written and oral outcomes

• May be short term or long term (1 week- 1 semester)

• Is assessed by rating of skills employed and quality of product

Sample Task DemandAsk students to design an experiment to test a question

of interest to them: Examples:

Do people prefer Product X over Product Y? Are ants attracted to sugar? Are girls more addicted to computers than boys?

A research report must be prepared and presented, using technology applications. Be sure to address hypothesis, data collection techniques, appropriate data tables, conclusions, and implications of the findings based on the original question.

What is Positive Change?

Enhancing learning for students

Climate of excellence

Learning-centered students, parents, and teachers