Mod 8 Discussion: Tiering and Scaffolding in My Classroom

Each unit in science class has a list of essential vocabulary. I scaffold the new vocabulary in the three levels of understanding. First, it is a simple looking up the definitions then discussing what they mean and where they may have been encountered. This is usually followed by an exit ticket or competition to remember the definitions. Midway through the unit, I  will have students create some visual representation of the vocabulary and explain it's relevance to something that they have experienced. Lastly, as was written in the example, the students are given different situations, or scenerios, and are asked to respond to them knowing what they now know about the importance of the vocabulary words.