Meredith Williams, Principal NRHS
A pervasive challenge instructional leaders face in the classroom and through remote learning are those moments when students fail to meet the teacher’s expectations. Teachers cringe as they watch students struggle to express themselves in writing, shy away from interpreting vocabulary-dense test questions, and fail to maintain a neat notebook or device. Teachers grimace as they receive assignments that are past due, incomplete, or sloppy. Teachers fall into despair as students exhibit disruptive behaviors or refuse to engage in the learning task. Most often these challenges result in failing grades. As teachers, it is easy to analyze such failure to meet expectations as an inherent character flaw, labeling students as lazy or not academic. However, a keen teacher will step back from the situation and seek, not to assign labels and blame, but to identify root causes of the failure. In doing so, the teacher will often discover that the students’ products and actions often have very little to do with content knowledge. Students who don't participate, who don't turn in strong work, and who misbehave may do so because they need to be intentionally and lovingly taught key skills like agency, communication, organization, pacing, questioning, how to interact with peers, and how to interact with adults. This need for knowledge, far beyond the prescribed curriculum, tends to catch many teachers by surprise. For example, the math teacher finds, in addition to the quadratic equation, they must intentionally teach their students organizational skills, logical thinking, and metacognition. The biology teacher doesn’t instruct on just the standards of the biology final exam. Rather, successful biology teachers find they must model collaboration in lab experiences, research skills, and methods of data analysis. Teachers become instructors of a vast array of content, far beyond the scope of their content standards because we accept the challenge of preparing students for life, not just the next class. At NRHS we generalize these skills into Communication, Collaboration, Creativity, Critical Thinking, and Agency. Here are the rubrics we use to define what strong skills in each of these areas looks like. These are the rubrics our design teachers use for grading. Those teachers for whom students “just don't do anything" or have lots of behavioral issues are most often the teachers who have not accepted that they must teach more than content. The truth is, we have all been one of those teachers at one point or another. In their article Assuming the Best, Smith and Lambert write: Whenever students walk into the classroom, assume they hold an invisible contract in their hands, which states, "Please teach me appropriate behavior in a safe and structured environment." The teacher also has a contract, which states, "I will do my best to teach you appropriate behavior in a safe and structured environment." Scaffolds in a lesson allow the teacher to weave together key life skills with their content. The English teacher provides a template for interviewing the visitor and in doing so, models for the student how to appropriately ask questions and greet a guest. The science teacher asks students to observe their peers completing the lab measuring task and provide “glow and grow” peer feedback, effectively teaching students how to observe, reflect, and offer kind feedback for growth. When the teacher receives late work, she sits down with the student on the next assignment to set mini-check-ins, thus instructing the student on time management and building agency. The student submitting incomplete work is given a rubric and a highlighter and asked to score themselves and make necessary revisions before submitting the final draft. Scaffolding often feels like the teacher is doing for the student what they should be doing for themselves. The challenge is to recognize when students honestly do not know how to “do for themselves.” This is when the role of teacher becomes so important and overarching. It is in these moments, when teachers teach more than the content and help students develop skills that endure through life, that we achieve our purpose at NRHS. It is in these moments that we assure students have skills to propel their True North forward on a pathway of success.
42 Comments
7/15/2020 04:36:55 am
This empathic and sensible advice beautifully written and clear. And an excellent reminder of the most valuable gifts we can and must give to the young people we influence, the ability to communicate and meaningfully engage as they navigate the world. I value these reflections.
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Brian Whitson
7/21/2020 01:46:13 pm
Nicely written and well done. Student agency is something that all teachers should be developing student agency with all students. This is a much better to measure to the success of all students than test prep.
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8/26/2020 08:32:38 am
I use I do, we do, you do when teaching a skill like how to use pages app to edit mask and instant alpha, then toggle over to canva.com to import the image from pages. During these multiple steps, students get to choose the picture they are editing and how to use the different edit functions. I provide a tutorial video for them watch later on their own. I have my students collaborate on a google doc to create a list of positive characteristics and qualities of professionally created posters, and then we discuss. I also provide an example of a completed poster that meets all my requirements, attach the example to the assignment in Canvas, and then give them a clear due date for their final draft, and they have a few days to make their own. They can submit their drafts earlier if they want to receive feedback before the final draft due date.
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Lori Young Gray
9/1/2020 07:20:37 am
I like this idea of student critiquing up front. Your prerequisite of viewing "professionally created", would have served me well as I introduced students to portraits.
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Calin Martin
8/26/2020 10:31:59 am
When doing something for the first time, like being completely online or having to develop remote opportunities in a traditionally hands on class, this agency can be elusive at first. I often try to demonstrate agency and flexibility for my students by showing and describing out loud my progress.
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Meredith Williams
8/31/2020 04:56:00 pm
I love this statement Calin:
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Jorge Castro
9/9/2020 03:08:09 pm
I get sometimes email like this "Confused and lost" and I agree with you, maybe is the environmet we create for them here at NRHS, where they can feel comfortable saying things like that "Confused and lost". Because I think they know we will do our best to help them with any question they might have.
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Kathryn H Vanderslice
8/26/2020 11:52:16 am
I am trying to build in discussions during the week for understanding and update on their progress. Also, I am having students create a Video of their possible profession in Sales. I have 4 mini assignments (scaffold) they must complete before the final project is submitted.
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Debbie Sousa
8/26/2020 12:08:32 pm
I spent the first day with each group going through the units and making sure everything would open. The 2nd day I spent helping them understand how to complete the first module. The next time I had group A, I spent showing them my expectations for each unit and the 2nd day we performed all hands on activities to help them understand the information I needed them to learn in the module. I plan to initiate a beginning Zoom meeting next Wednesday and the Check in Process tomorrow with Group B. This is where I am as far as scaffolding. This article simplifies the process of scaffolding so that anyone can understand what is meant by the word and how to accomplish it.
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8/26/2020 12:16:13 pm
I used to think of agency as something the teacher creates only by making learning experiences authentic, emotionally engaging, and directly relating to solutions to real world problems-lots of sparkles and bells and whistles. While all of this is true, I now have further appreciation for creating agency through personalized scaffolding and expectations. When we "stick with" students where they are in their learning until the a-ha moment when they succeed, they see that we are moving WITH them, not BEYOND them and certainly not giving up on them until they advance their personal learning hurdle. This creates the aura of agency as students begin to understand that the expectation WILL BE met no matter how long it may take. The attitude of the student changes as hurdles are accepted and tackled without judgment.
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Meredith Williams
9/2/2020 06:20:00 am
"When we "stick with" students where they are in their learning until the a-ha moment when they succeed, they see that we are moving WITH them, not BEYOND them and certainly not giving up on them until they advance their personal learning hurdle. This creates the aura of agency as students begin to understand that the expectation WILL BE met no matter how long it may take."
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Yoder
8/27/2020 10:20:00 am
I am providing examples of work, formats that are visually pleasing, organizers that ask for essential information, and video updates that communicate the importance of pacing their work and encouraging them to do a little each day to keep on track.
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Nichole Smith
8/31/2020 08:21:58 am
This article was insightful and strategic in its delineation of scaffolding. The demands in the present day classroom are manifold and ever changing. This article was encouraging with its support of how to meet the varying demands. For the population of students served in our area, we utilize this on a daily basis with a person centered approach and teaching activities of daily living skills. A great read.
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Dana Jordan
8/31/2020 05:59:32 pm
Students don't come to school ready to be a student or ready to learn from the way we teach. So we do need to teach them how to be good students and what that looks like. Even more so now with the ever changing world. Teaching students to be good students was a little easier when it was paper and books, especially paper. But longing for those day will not help my students learn how technology can benefit them so I must help discover all the wonderful things it can do.
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Colonel Nash
9/1/2020 05:23:19 am
I agree with with the "invisible contract" on both sides, and stress the importance of the teamwork required by the Cadet and myself to make them successful. This is a lesson they can carry forward for themselves, and then reach back in helping others.
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Aaron Young
9/1/2020 12:17:35 pm
I like the "invisible contract" concept as well. Though the student may not come in the door day one with their "contract", it is our job to help them write one out early on. This builds teamwork and accountability. It also is a good forward to lay that first scaffold towards what needs to be mastered first and so on.
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Kim Petty
9/2/2020 10:03:13 am
Colonel Nash,
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Shanna Hinson
9/1/2020 06:38:47 am
My knowledge and thought patterns as I read this of course came from an ESL teacher's perspective. For our ELL students there is routinely so much modeling that goes along with instruction. In the classroom, it helps our ESL students so much to actually see an example from our teachers in action rather than simply receiving direction. Even in daily communication with my beginning ELL's I use so much body language/modeling to convey message and mood. The act of modeling and scaffolding lessons is how our ESL students survive in the classroom. As mentioned in the article, we often assume that students have at least acquired the bare minimum essentials for success in the classroom before they come to us, like being able to organize a notebook. Instead, I have often had students that I have to sit down with and create a notebook organizer complete with tabs and notebook paper and pencils. Providing examples of organization and requiring that students show organizational skills in the classroom will be necessary qualities that will last throughout their lives.
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Meredith Williams
9/2/2020 06:21:45 am
Modeling is huge! How many times do we as adults want others to just "show us what they need us to do". Then we'll happily do it!
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Nygel Pearson
9/1/2020 07:33:13 am
It is important when teaching a new skill that students have early success so they will stay engaged. I like to create small successes at the precontrol level of skill development. I also find myself doing a lot of modeling so the students can see what the skill looks like when done correctly. Giving their peers a rubric and having them communicate with them what they are seeing during the development helps both students. It also helps the student have meaningful dialogue that will help them outside of the class as well.
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Rebecca Rolfsmeyer
9/1/2020 12:10:08 pm
Nygel you are spot on about students have early success to assist in keeping engagement high and authentic. There are times that we often forget about the small victories and don't acknowledge the little things. We get caught up in the big picture; it is important that we provide feedback often to maintain engagement and the interactions that we need from our students.
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Lori Young Gray
9/1/2020 07:54:09 am
I feel very fortunate that I have the ability to consistently work with students one on one. "Mini-check-ins" occur frequently which are instrumental to individualized student growth (in my opinion). As well, I usually give written check lists and rubrics to accompany visuals, audios, and of course-my instruction.
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Ashley Miller
9/1/2020 10:38:23 am
In this new era of "virtual learning" I have had to really step up my empathy game and peel back the layers of what makes some kids successful and others not. Since I can't see most of my students I can't wait until they are in class to get them caught up and I know I have to compete with the rest of the world for their attention.
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Meredith Williams
9/2/2020 06:22:43 am
I appreciate these concrete examples of scaffolds Ashley. You are quickly iterating based on the successes and failures to create a well-rounded approach.
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Anna Stoner
9/1/2020 12:24:01 pm
We utilize scaffolding daily in the EC Department because we teach our basic life skills everyday. This article is a great read.
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William Cranford
9/1/2020 03:38:25 pm
Well written example of how education at North Rowan isn't typical, even during a "normal" year. I'm always surprised when teachers don't understand that their responsibilities extend beyond their assigned curriculum.
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Felicia Brannon
9/1/2020 06:11:59 pm
When my students need to access a program I provided a 'how to' document. I am trying to present those 'how to' guides as videos and screen recordings as well. I try to do all guides from the student perspective. My frustration elevates when the 'teacher edition' of the student perspective isn't correct. Sometimes I'm able to have students send me the screen shot of what they see, then I can make changes. Sometimes, life will interferes.
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Cynthia Coleman
9/1/2020 06:25:40 pm
In approaching the new challenges in education, I need to look beyond just delivering content. Students are faced with completing work at home with various distractions that aren't prevalent in the classroom. I may not be able to have close proximity to students to encourage them to continue working, submit assignments, and be readily available to answer questions. Now I must not only teach them the content but also help them learn how to be mindful of submitting assignments on time and communicating appropriately with me. These first couple of weeks of school I am emphasizing when assignments are due. I will continue to place due dates on a calendar in the classroom, stating upcoming due dates, and posting due dates in Canvas announcements. I will provide opportunities for students to demonstrate agency. For hybrid classes I am taking the opportunity in class to listen to them and help them find success in completing assignments. This has taken the form of allowing time in class for completing remote work. I want to continue to provide opportunities for students to play "catch up" at school until most or all students show they are submitting work at home. I am also trying to be supportive with not only the student on remote but also my virtual students. I feel a need to answer their questions as quickly as possible - using Canvas messages, email, phone calls, or zoom. I believe a quick response will help students continue learning and completing assignments timely. My goal in this situation is to help increase student agency by not only completing assignments timely but by students appropriately communicating their needs.
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Carroll
9/2/2020 05:50:58 am
I redesigned my instructional approach to include weekly modules as opposed to overarching units. I found that my students were becoming overwhelmed with how Canvas has its modules set up (i.e. so much content published at a given time). I then went back, made weekly modules (weeks 1-18), and have every submodule specifically named (in-person day 1-2/ at-home days 1-3). The "at-home" assignments count as students' attendence if they at least attempt the work; their grade is separate. Each of those modules has an assignement (20 points with an attached rubric) that is submitted in the immediately succeding page.
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Thomasine R Oglesby-Keaton-El
9/2/2020 06:02:29 am
I love the idea that educators teach more than just content. It is true that for students to be successful, we must help them learn the "essential skills". Our content is just the vehicle or avenue which provides opportunities to teach the "essential life skills". Educators are asking questions and looking deeper into the situation to see what else is missing. Often times learners don't know what they don't know.
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Suzanne Koontz
9/2/2020 06:19:30 am
Teachers teach the way they learn, that's why scaffolding for some is easy and for others it can be problematic. In "CCAC" world scaffolding can turn into a permanent fixture in the self-contained classroom and that's acceptable because there's no time limit for them. In virtual learning, we are having to scaffold technology to the parents of our students outside of the EC classroom, which has been difficult. Teaching parents to be the educational support system for their children has been challenging. Communication, repetitive opportunities, modeling , and patience are some techniques I use inside and outside of the classroom.
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Alexis Greer
9/2/2020 07:41:49 am
We have started the school year with nothing but scaffolds. By using of mini challenges to teach skill sets that will help the students be more successful when they begin doing full challenges in our class. We believe that the quality of the work and the quality of the experience for our students will be further enhanced when they already know the basic skills that they wil. need. For example, good photography skills and how to use I movie will be secondary when students are in the middle of a challenge that involves them exploring their passions. Those things should be support elements to their real solution. This is how we've tried to include scaffolding in our class this year.
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Kenneth Goforth
9/2/2020 07:42:07 am
Students in my class respond to canvas assignments in the discussion format. I encourage students to look at their classmates discussions, to help broaden their understanding and prepare them for their credentials test. Feeding off their peers thoughts also seems to help them cultivate their own discussions.
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Angela Clonts
9/2/2020 07:50:15 am
I believe one of he most important things we can teach is self agency. So many student give up before they even start. As an EC teacher, I see learned helplessness a great deal. Students need to be able to persevere, so that they can reach their potential.
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Sheila Weidner
9/2/2020 07:55:57 am
I do try to model or demonstrate to my students what it is that I want to do. My Apparel class is making a pin cushion so that they can assemble a sewing kit. I first showed them a YouTube clip on how to hand sew a seam. I then had to show them how to thread a needle and tie a knot at the end. I then started each student off with a couple of stitches. Then I let the student continue sewing and then helping when they needed it.
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William Fuller
9/2/2020 08:01:41 am
I want my students to be upfront and honest with me. I have one rule. Do the right thing. I want the entire class to be honest even when I do not want to hear the truth.
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Kim Petty
9/2/2020 10:10:32 am
When trying to do chores around the house, sometimes we need a step stool, and sometimes we need an extra long ladder! Scaffolding is like that, too. As intentional, reflective teachers, we choose which scaffolds are appropriate for the learning to be mastered.
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Bonnie Goodlett-Krider
9/2/2020 11:58:53 am
This is a wonderful article. I try to let my OCS students know, I am there for them every step of the way. All they have to do is believe in themselves. We have to remember, in order to get respect, we have to give respect. Success is the key to life!!! Working with a great team as I do (Fuller and Wingerson) makes a difference.
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Kia E Creamer
9/3/2020 08:34:02 am
The best advice I ever received as a preservice teacher was to take my first instruction and break it down into three (I began in elementary). I believe this still strongly applies to later grades, especially as technology and educational theory develops at lightening speed. Every time we turn around, there is a something new to learn and eight different ways to go about it!
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Kymberly Melton
9/8/2020 06:30:29 am
I think it is very important to give feedback. Feedback varies from situation to situation. Sometime feedback is formatted or advancement of curriculum, sometimes it is for clarifying the assignment. Usually when students ask questions about clarifying the assignment I will have another student explain it to them. I think one obstacle we face, as teachers, is to simplify the material to a level where a beginning learner can understand and adapt.
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Jason Causby
9/8/2020 06:36:59 am
Cultivating relationships with our students allows us to begin to understand what obstacles many have to overcome just to get to school. Once we gain insight into what can not be observe in the classroom setting we are able to have a clearer picture of how to best serve our young people in the educational setting - and how to do things such as scaffolding in a way that best meets the individuals needs and/or learning style. We need to allow the student to be successful on an assignment or task. Early success often motivates the student to open up more and be more receptive to trying harder, yet to be mastered, tasks. Additionally, real relationships with our students allows us to gain the trust of the student. When a student truly believes his or her teacher has their best interest in mind, they are more receptive to varying strategies that will allow them to fully access the curriculum in a successful manner.
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Chris Scholl
9/8/2020 07:03:28 am
After reading this article I have developed ways to further scaffold within the classroom for students - providing a weekly idea of what should be done on each day - Monday through Saturday - as well providing shorter periods of time in the classroom for students to work. I'd get through the beginning of a period for what I needed to have all for - then turn students loose on their module. I've now broken this up and continue to check in on students throughout the period in shorter chunks of time.
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AuthorsThe Design Classes at North High are taught by four educators: Alexis Greer and Benjamin Butchart in 9th grade and Miranda File and Brian Whitson in 10th. These teams lead the CBL and design thinking approaches at North Rowan High. Archives
July 2020
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