HLP 15: Use Scaffolded Supports

Summary

This video discusses High Leverage Practice (HLP) 15, which focuses on providing scaffolded supports for students with disabilities. It defines scaffolded supports as pre-planned or on-the-spot assistance that teachers use to help students develop skills. The video emphasizes the importance of explicitly teaching students how to use these supports, evaluating their effectiveness, and gradually fading the supports as students gain independence. Practical examples illustrate how teachers can monitor student progress and provide specific feedback to enhance learning outcomes, ultimately highlighting scaffolded supports as essential tools in inclusive classrooms.

Takeaways

• 😀 Clear communication is essential in both personal and professional relationships.
• 🎯 Setting specific goals helps in achieving desired outcomes more effectively.
• 💡 Active listening fosters better understanding and strengthens connections.
• 🔄 Embracing change is crucial for personal growth and adaptability in various situations.
• 🤝 Building trust takes time and requires consistent actions and transparency.
• 📈 Continuous learning is vital for personal and professional development.
• 🧘‍♂️ Practicing mindfulness can enhance focus and reduce stress.
• 🌍 Understanding different perspectives leads to better problem-solving.
• 🚀 Taking initiative demonstrates leadership qualities and can open new opportunities.
• 💬 Feedback is valuable for improvement and should be given and received constructively.

Q & A

What is the focus of High Leverage Practice (HLP) number 15?

HLP number 15 focuses on providing scaffolded supports to help students with disabilities in educational settings.

What are scaffolded supports?

Scaffolded supports are pre-planned or spontaneous aids provided to students to help them learn new skills, which can be faded or removed once they are no longer needed.

How do teachers decide when to remove scaffolded supports?

Teachers use data and continuous observation of student progress to make informed decisions about when to fade or remove scaffolded supports.

Can you give an example of scaffolded support outside the classroom?

An example is a child learning to water ski, who starts on an inflatable platform and gradually progresses to traditional skis as their skills improve.

What is one of the key components of effectively using scaffolded supports?

One key component is explicitly teaching students how to use the supports, ensuring they understand their purpose and application.

What are some examples of simple scaffolded supports?

Simple scaffolded supports include visual aids like anchor charts, checklists, and graphic organizers.

What should teachers monitor when using scaffolded supports?

Teachers should monitor the effectiveness of the supports by assessing whether students can connect their use to successful task performance.

What are the three essential steps for providing scaffolded supports?

The three essential steps are: 1) explicitly teaching students to use the supports, 2) evaluating their performance while using the supports, and 3) fading the supports gradually.

Why is feedback important when using scaffolded supports?

Feedback is essential because it helps reinforce the use of supports and informs students about their progress and areas for improvement.

What resources are available for more information on scaffolded supports?

More information on scaffolded supports and their role in education can be found on the high-leveragepractices.org website.