Teaching with Psychology Written analysis

Assignment: Times New Roman 12pt, double spaced, APA 7 (in-line citations – include Author,
year & p. #). Bibliography and in-line citations required.
Lesson based on what you have learned from your collaboration team feedback. When designing
your scaffold lessons, be sure to find out what the child already knows and understands as well as
where the struggles are so that your lesson fits into the student’s learning zone. Plan explicit
scaffolds to move them toward independent understanding.
1. The three chosen scaffolds
The forms of assessment (ie. student work, student interactive responses, verbal responses, and
ability to transfer understanding to novel situations).
*Please choose three scaffolding strategies for the lesson that you anticipate will effectively
scaffold the student to achieve the goals.
Demonstrates the three scaffold attempts and how the students responded.
Written analysis discussing the scaffolding attempts 4-to-5 pages, time new roman, 12-point font,
double spaced, in-line references and bibliography, APA 7.
Description of each student. Provide a vivid picture of each student. Characteristics: General
characteristics that impact how the child may approach learning in general or the concept you are
teaching (ex/ personality, language development, learning differences)
Background knowledge: Your assessment of what the student already knows and understands
about your chosen concept/ lesson topic prior to the lesson, as well as what the student does not
yet know or understand independently. Please explain how you assessed their knowledge, what
you noticed, and why you chose this lesson for the student.
Who they are as a learner, their areas of interest, any special skills (language, social, creative,
analytical, kinesthetic, etc.). What assessments have been conducted with this child to identify
the content that is planned for the scaffold lesson? How will you make the content accessible to
these students?
Describe the three scaffolding attempts
Goals: Describe each scaffold and what you hope students will learn/take away from the scaffold.
*Here is where you show your understanding of scaffolding, mediators and ZPD (cite relevant
course readings, include at least two citations inline text).
Event: What happened? Was the scaffolding attempt successful? (yes/ no/ partially) What
evidence do you have to support your evaluation?
Next steps: Describe how you would modify your lesson in the future based on student response,
or describe next steps based on what the student needs to continue deepening understanding and
application of the content.
Types of scaffolding：
Cognition:
● Modeling
● Think aloud
● I do-We do-U do
● Visual support
● Language frames
Memory:
● Songs
● Visual cues
Attention:
● Sound
● Note-taking
● Highlighters
Emotional:
● Counting
● Movement
● Breathing