My recent post on scaffolds and success criteria seemed to be useful to folks, so I thought I should share something more on scaffolding that can help to further clarify the term.
Scaffolding and differentiation are both words frequently thrown around in schools, often interchangeably and without precision. But there’s a clear distinction between the two that must be made, most especially as teachers are increasingly pressured to “differentiate” their lessons by school and district leadership with little guidance and concrete models.
So what is differentiation?
Differentiation asks teachers to plan different tasks or learning experiences for different groups of students, with the idea being that we can better meet the needs of diverse learners.
So for example, if we had our “high” student, our “medium” student, and our “low” performing student, we might provide a different text for each one in order to ensure they would be reading something at their “level.”
But there’s a problem with this. If the so-called “low” students only ever receive less complex and challenging expectations, texts, and learning experiences, they will continue to perform at a lower level.
This is why too many of our kids end up in “remedial” classes if and when they make it to college. This is why too many students consigned to a segregated “self-contained” program rarely even make it to graduation.
There’s another problem with differentiation. It demands quite a bit from a teacher to design (at least) 3 separate tasks or resources for any given lesson — time and energy that could perhaps be more effectively spent elsewhere.
To acknowledge these problems is not to say that differentiation can’t be applied effectively nor that it is universally the wrong thing to do. Structures for guided reading, for example, draw from this model and can be very effective in a school and classroom that have developed the necessary systems and routines. But these problems are big enough that they should give us strong pause before mindlessly evaluating and chiding teachers about whether they are adequately “differentiating” their lessons.
What is scaffolding, and how is it different?
The concept of scaffolding shifts how we approach meeting the needs of diverse learners.
We may have students coming into a learning experience with differing levels of knowledge, ability, or background, but rather than providing them with something different, we instead consider how we can provide the scaffolding necessary to ensure they can work together in grappling with a common task or text.
This is a shift offered by common standards, which demand a shared set of expectations for all students. For our students who may struggle in meeting these more rigorous demands, we must consider how to scaffold the concepts, procedures, and environment to support their engagement in practice with the texts and learning experiences that can enable them to meet those expectations.
This is certainly not an easy thing to do, either. But if I had to take a pick about what is going to give me the most bang for my buck, designing access and practice with common vocabulary, tasks, and texts is where I would ask educators to more wisely invest their time and energy.
For more on what that scaffolding should look like, take a look at my prior post, Scaffolding and Success Criteria.