‘[a scaffold is] that [which] enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted effort’ Wood et al 1976, p90. At its most simple, differentiation is the teacher’s response to the variation amongst learners in a classroom. However, differentiation is a vast field, with multiple aspects and opportunities that need to be considered when deciding on the most appropriate adjustments to facilitate maximum learning.
There is not a ‘one size fits all’ approach; nor is there a magic bullet. It relies on our professional knowledge of our pupils and consideration of a few key questions.
During this course we will be exploring a number of different strategies for scaffolding KS2 pupils throughout the teaching sequence from effective pre teaching, through real time learning adjustments in the classroom, to how we maintain the learning over time. This course builds on ‘Differentiation in maths - scaffolding or metaphorical escalators!’ https://www.hertsforlearning.co.uk/blog/differentiation-maths-scaffolding-or-metaphorical-escalators