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Scaffolding. A. Providing opportunities for students to build upon what they know to what they need to know to complete a larger scale assignment. This reflects a developmental approach to demonstrating learning over the course of the semester.

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A. Providing opportunities for students to build upon what they know to what they need to know to complete a larger scale assignment. This reflects a developmental approach to demonstrating learning over the course of the semester.

Research Paper-taken in sections (Topic selection, Resource list, Outline, Drafts, Peer editing, Final paper)

Progress checks in a project or large assignment

Design check
Design Check

Are there opportunities for students to receive feedback as they move through the assignment?

Are assignments built upon the skills, knowledge acquired previously?

Is the course designed to have students move progressively through more complex content or application of that content?


  • B. Allow student to process/unwrap their learning experience as they move toward the completion of a larger project.

  • Examples of techniques to do this:

  • Reaction journals

  • Discussion boards

  • Concept mapping

  • Open-ended prompt

Design check1
Design Check

Do students have opportunities to process their learning as they move through the assignment process over time?

Value project www aacu org value
VALUE Project (

  • Project Goals

    • 1) Create dialogue and develop shared understanding of common learning outcomes

    • 2) Create template for direct assessment of student work (in text and non-text formats)

    • 3) Create student-friendly format to engage students in self-evaluation

  • Rubric Development

    • Teams of faculty/scholars nationwide

      • Reviewed existing rubrics to identify commonalities, clarify language, and develop broad agreement on outcomes criteria (

    • To date accessed by over 3000 institutions, 11,000 individuals

      • Domestic & international, K-12

Value rubrics
VALUE Rubrics

  • Knowledge of Human Cultures & the Physical & Natural Worlds

    • Content Areas No Rubrics

  • Intellectual and Practical Skills

    • Inquiry & Analysis

    • Critical Thinking

    • Creative Thinking

    • Written Communication

    • Oral Communication

    • Reading

    • Quantitative Literacy

    • Information Literacy

    • Teamwork

    • Problem-solving

  • Personal & Social Responsibility

    • Civic Knowledge & Engagement

    • Intercultural Knowledge & Competence

    • Ethical Reasoning

    • Foundations & Skills for Lifelong Learning

  • Integrative & Applied Learning

    • Integrative & Applied Learning

Value valid assessment of learning in undergraduate education
VALUE: Valid Assessment of Learning in Undergraduate Education

Brief case studies identifying which of the rubrics were being used, by whom, and in what areas of the curriculum and co-curriculum, as well as to describe how the resulting data were being used to improve student learning.

El Centro College – Dallas County Community College District

Students who successfully complete ECC courses, whose sections contain explicitly embedded critical thinking instructional components, will have the following skills which have been defined as the QEP Student Learning Outcomes (SLOs).

  • SLO 1: Apply critical thinking terms within a given context.

  • SLO 2: Ask pertinent questions that clarify and focus an issue.

  • SLO 3: Evaluate quality and relevance of information.

  • SLO 4: Formulate well-reasoned conclusions and solutions.

  • SLO 5: Implement continuous improvement in thought processes through reflective thinking.

Slo toolkit activity el centro college
SLO Toolkit Activity – El Centro College District

SLO #: 1 Course Level:_1000_Suggested Class Time :1 hr 40 min Complexity Index: Moderate

Critical thinking is defined as: …the disciplined and continuous process of asking the right questions and practicing logical thought processes to come to justifiable conclusions.

SLO statement: Apply critical thinking terms in context.

Analyzing and Evaluating Claims: District

Objective of Activity:

Students will learn to identify a claim, derive assumptions, state what the assumptions imply, make inferences, and evaluate the claims that they have identified.

Lesson Plan Outline for Activity DistrictClassroom ImplementationSuggested Assessment Technique(s): Direct & Indirect MeasuresEvidence To Be Collected

Assessment Rubric for this activity: Claims- General Rubric District




Needs Improvement


El Centro DistrictSLOs– organic process

Started with 5 QEP lead faculty

Implementation in 5 courses – HIP – Student Success Class

Developed toolkit for each SLO – SLO #1 required for all courses; others as appropriate to course

Assessment – customized VALUE rubrics and activities - faculty had calibration sessions

Trained key individuals who, in turn, train all faculty

El Centro DistrictSLOs– Data – sources & results

Student achievement measures – nationally-normed tests and other

Tracked % of faculty who administered activities/assessments successfully vs. those who had problems

Implementation now at 80%

90% involvement by adjuncts in training

Have not yet tracked student cohort data

El Centro DistrictSLOs– Lessons learned

Provide FT faculty monetary incentive to participate in training.

Not a top-down initiative – must be “locally” driven – by department/division

Involve individuals across the curriculum/ cross-curricular conversations are most valuable.

Faculty are having the conversations and enjoying them!