Ross Woods, 2022. Based on E.D. Hirsch and Alice K. Wiggins Preschool Sequence and Teacher Handbook
(Charlottesville, N.C. Core Knowledge Foundation, 2009), pp.82-83.
Support (scaffolding
) strategies follow a continuum with high support at one end, through varying levels of support to low support at the other end. Some kinds of sequencing can be used, not only in indivual leassons, but also over a year. Teachers can also use them to adapt their approaches to different students. For example, some students might simply be shy.
| High support | Low support |
|---|---|
| Ask yes/no questions. | Ask questions that require a descriptive answer. |
| Instructions with demonstration. | Instructions without demonstration. |
| Single step instructions. | Instructions with multiple steps. |
| Offering fewer choices. | Offering more choices. |
| Offering many cues or models, e.g., labels with photographs and words. | Offering few cues or models, e.g., words only. |
| Receptive, e.g., children may nod or point to their choice. | Expressive, e.g., ask children so that they need to say what they want. |
More verbal cures, e.g., Tell me about your painting. This looks like water.. |
Fewer verbal cures, e.g., Tell me about your painting.. |
Specific support, e.g., on the top shelf. |
Less specific support on the shelf. |