This means the student has only half of the word to sound out at a time. This is perhaps best achieved in phonics instruction, where teachers place their finger over the second half of a word.

Checkpoints where the teacher asks students to check-in after each ‘chunk’ of learning is completed.

Learning stations where students do one small part of the bigger task at each learning station.

Covering up the parts of the task that don’t need to be focused on yet.A roadmap outlining a step-by-step path to completion.If a task seems intimidating to a student, sometimes it’s possible to give them the task in small steps (or ‘chunks’). They can return to their checklist to see if they followed all the steps and completed all the tasks in a lesson to ensure they’re staying within the guidelines. The visual aids should not tell the student answers, but it should help the student to think through the task themselves.įor example, if a student is completing a math task, they might benefit from using a table to input their information so they can see it on paper, not just in their heads.Īnother example is to provide a checklist for students. Checklists to ensure tasks are completed.

Flash cards a student can have on their desk,.Visual aids in the classroom can include: Visual aids can be any object around the classroom that helps students to think more deeply about an issue and keep them on track. Conclusion Instructional Scaffolding Techniques and Strategies 1.

Scaffold meaning when teaching