However, to move from research to reality and actualize the potential for scaffolding to accelerate student learning, we must implement scaffolding in a way that offers the right level of challenge for students.

Accelerating learning requires a change in how teachers structure class time and operations, including how they group students, differentiate learning, and set learning goals.

In other words, what do learners need prior to the start of the learning experience or task to support their initial engagement and learning around specific, content, skills, and understandings? 

Instead, every brain must be taught to read as there is no genetic code passed down from one generation to the next.

Understanding the challenges that prevent teams from developing collective responsibility and collective efficacy can help us mitigate the barriers.

Thus, we set out to re-learn about scaffolding and identify moves that teachers can make to ensure that this practice has the intended impact.

However, some teams perform at high levels, and in turn, demonstrate stronger gains in student learning, while others fall flat. Often this issue can be traced to how teams prioritize their minutes during PLC meetings. To gain some insight, let’s look at the priorities of congenial teams and collaborative teams.

Essentially, the more intentionally inviting you are, the more likely it is that the school climate will be one in which teachers and staff members want to work and will excel.

But while other elements of the reading rope are well understood by elementary educators, verbal reasoning may be something of a mystery (Fisher, Frey, and Lapp, 2022). I

What can teachers do to maintain focus on teaching and learning? Teachers can start by bolstering their own sense of efficacy.