There are so many ways to scaffold a lesson or unit; however one way I have found successful is the I do, We do, You do Partner, and You do Alone form. If you have never heard of this, it is an excellent way to gradually release your students with the assignment to ensure they are getting ample practice before they are released to try the assignment on their own. Here's the explanation after the note taking part of the lesson: I Do: Teacher models the practice, while thinking every step out loud so the students can hear the teacher's thought process. As the teacher is modeling, she refers back to the notes with every step, so the students see how they need to use the notes for help instead of asking the teacher. (May need to do more than one example.) We Do: Teacher guides students through a practice by asking probing questions: What do we need to do first?, what do I do next?, where do I find __?, etc. Basically, any question that guides the students through the task. The teacher only helps and the students find the answers. You Do Partner: If all is successful with We Do (may need to do a few examples), teacher releases the students to practice the same type of questions with their partner. Students work together to complete the practice numbers. The teacher walks around and assists where necessary. You Do Alone: After partner practice is checked as a class, the teacher assigns an Exit Ticket where the students complete similar practice questions alone, with no partner. They need to use their notes and what they have been practicing to help them complete the assignment. Okay, now you might be wondering, "Yes, but how do I do this with media?" Here's where more planning and scaffolding needs to be involved. Often times with media projects the scaffolding segment gets left out, or the planning process is neglected. It is vital that students are still having scaffolding and planning time during media projects. The scaffolding and planning is a modified and more detailed process then above. The above scaffolding form is a foundation for media projects, but should be added to, to ensure success. How do I do this with Media? To give you an example, I am going to use a green screen project my students worked completed. 1. Creating a rubric or checklist that explains exactly what the students need to have in their projects. Here is a checklist example, but a rubric should be created as well. This checklist also has a reflection at the bottom, so I can gauge how the students liked/didn't like the project and how well they worked with their partners.
2. After unpacking the rubic/checklist with the students I show them the program. This gets them excited about the project and helps them understand what they will be doing. The example below is a general idea of the program. The lighting was not great, so the greenscreen segment did not turn out well, but they understood the idea. I always like to do an example, so the students begin to imagine what they can do with the assignment. 3. I will usually do a "how to" Screencast-o-matic video for my students. This helps promote interdependence when completing the assignment, and they do not need to ask me for every detail. This also helps me assist different groups and not be at one group for too long. For this project, because of a time issue, I took a screenshot of the program and added annotations to help guide the students. Because I had to do this, I also visually walked my students through the program before releasing them. The students are free to ask me any questions they want. Click here for the link. The videos and pictures are uploaded to our Google Classroom. 4. After showing my students what they will be doing. We get right into the assignment. Sometimes I will do this process before showing them the project, but this time I did it after. My students first found (highlighted and labeled) the central idea and supporting details of a short passage. They had already been practicing this skill, so I just released them to do it with their partner. I then gave them a planner. I modeled part of the planner first (I do Phase), had them complete one part with me (we do phase), then the rest they were released to work with their partner (You do Partner phase). This assignment did not have a You do Alone phase until they were made to separate the lines of their project and speak individually during the video recording. Here is the planner I used to help the students prepare their speaking. 5. After the planner process, students had the option to memorize their lines or write out "big words" to read from. All did big words. They wrote the lines on larger poster paper and practiced many times, until they felt comfortable.
6. They recorded their speaking using their chromebooks. 7. They uploaded their recordings to the WeVideo program and began to design.
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