4/26/2024 10:34:57 AM	ADLTED 606 Course Outline as of Fall 2024	Inactive Course
CATALOG INFORMATION
Discipline and Nbr:  ADLTED 606	Title:  SCAFFOLD LOW LTRCY LEARN
Full Title:  Scaffolding for Low Literacy Learners
Last Reviewed:2/26/2018

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	0	Lecture Scheduled	0		2 max.	Lecture Scheduled	0
Minimum	0	Lab Scheduled	8.00		1 min.	Lab Scheduled	16.00
		Contact DHR	0			Contact DHR	0
		Contact Total	8.00			Contact Total	16.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  0.00

Total Student Learning Hours: 16.00

Title 5 Category:  Non-Credit
Grading:  Non-Credit Course
Repeatability:  27 - Exempt From Repeat Provisions
Also Listed As: 
Formerly: 

Catalog Description:

This course is designed to introduce new or potential teachers to the special needs and learning modalities of adult learners. Topics will focus on scaffolding strategies for use in Adult Education in a higher education setting.

Prerequisites/Corequisites:

Recommended Preparation:
Course Completion of ADLTED 601

Limits on Enrollment:

Schedule of Classes Information
Description:

This course is designed to introduce new or potential teachers to the special needs and learning modalities of adult learners. Topics will focus on scaffolding strategies for use in Adult Education in a higher education setting.

(Non-Credit Course)
Prerequisites:
Recommended:Course Completion of ADLTED 601
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1.  Create a lesson that uses one or more forms of scaffolding to teach a concept

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Describe and explain a range of scaffolding strategies and apply them in a Adult Education class.

2. Create a lesson that uses one or more forms of scaffolding to teach a concept.

Topics and Scope

I. What is Scaffolding?

    A. Scaffolding vs. differentiation

    B. ZPD--Zone of Proximal Development

II. Show and Tell

    A. Fishbowl activities

    B. Show the outcome or model or rubric

    C. Think alouds--modelling the thought process

III. Tap into Prior Knowledge

    A. Sharing experience, hunches, and ideas

    B. Guessing about the content or concept

IV. Give time to talk

    A.Think-pair-share

    B.Turn-and-talk

    C. Triad teams

    D. Other structured talking time

V. Pre-Teach Vocabulary

    A. Difficulty with task leads to disinterest, disruption, distraction, or falling asleep

    B. Slow down the learning to achieve better results

    C. Use analogies and metaphors

    D. Ask students to create symbols or drawings for words or concepts

VI. Use Visual Aids

    A. Graphic organizers as a tool, not a product

    B. Pictures

    C. Charts/Graphs

    D. Short videos

VII. Checking for Understanding

    A. Pause, ask questions, pause, review

     B. Asking strategic questions that are designed ahead of time

    C. Pause during the uncomfortable silence

    D. Encouraging active listening

VIII. Scaffolding to Achieve Objectives

    A. Analyzing the objectives

    B. Matching strategies to the objectives

Assignments:

1. Reflective writing on personal experience of difficult learning experience where the material

    was challenging

2. Group brainstorming session regarding ways that scaffolding can enhance lessons and overall

    learning

3. Group creation of an informal classroom presentation using one or more forms of scaffolding

    to teach a concept

4. Individual creation and presentation of a lesson using one or more forms of scaffolding to

    teach a concept

5. Closing reflective writing

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 20 - 30%
Reflective writings
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 20 - 30%
Group brainstorming; group lesson
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 20 - 30%
Individual lesson presentation
Exams: All forms of formal testing, other than skill performance exams.		Exams 0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 10 - 20%
Active participation and attendance

Representative Textbooks and Materials:

Instructor prepared materials

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