Chapter 8: Providing
what's missing - Just in time

Devices include- flow charts, graphic organisers, checklists, and bookmarks. A lack of scaffolding devices may result in akonga getting bogged down in details rather than focussing on the central concept being learned. Important to note is that these scaffolds are tangible.

TRIAL: I will try to integrate bookmark scaffold devices for surface features in writing. This might push them to consolidate this in their writing.

To know if a scaffold is working or needs adaptation, one must have robust formative assessment to ascertain what is required.

ANNOTATION: written / pictorial explanations, analogies, synonyms, examples or reminders prompt learners to remember what is required of them. I annotate my task examples and post these on the walls or in modelling books as a sign post to akonga; in a bid to foster improved outcomes.

"almost there" writing: I photocopy Exmouth,Es from my akonga' writing books and then annotate the,  the prompt is always "How has this person used...?" "How can you put this in your writing?" Great conversations come from this type of writing analysis, because we discuss ways a piece of writing could be improved or how close it is to be right.

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Checklists and timelines: By having must do's, my akonga have mini-goals set up. Granted it is I the kaiako that determines what is a must do. But it is a challenge given to akonga for them to strive to complete it. They do need to be accompanied by scaffolds in order for potential to be realised.

TEACHING SCAFFOLDING STRATEGIES: this is an end-game goal, potentially it would be more beneficial for akong to annotate their own learning tasks. Making learning visible too has its merits. Mind maps, diagrams, drawings, notes and graphic organisers that akonga use to think and present learned knowledge is a powerful to assess an akonga. Providing opportunities for these two to be taught in tandem supports akonga to actually grasp new concepts.