Episode 2 of The Teaching Toolbox Podcast is talking all about scaffolding learning through various subjects. We'll chat with Leah Cleary, discuss scaffolding learning, giving background on what it is, how it can be used, how it differs from subject to subject, and more.

The 3 hosts for this week will cover scaffolding learning in various subjects, such as history, math, ELA, and more. Listen in and think about how you can use scaffolding in your classroom. Then, drop us a comment, and share how you're using or plan to use scaffolding learning in your classroom.

Leah Cleary is a 23 year veteran of the public school system and has taught both ELA and social studies. She has taught at both the middle and high school levels and is now a high school social studies teacher and department chair.

For all the links and resources mentioned in this episode, please head to the podcast website for the full show notes.

This episode may contain affiliate links.

Amazon links are affiliate links from Brittany Naujok and The Colorado Classroom, LLC®. I earn a small amount from your clicks on these links.



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Narrator: 00:00:06

You're listening to The Teaching Toolbox with Brittany and Ellie.

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: 00:00:10

Join them as they talk

all things middle school.

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Brittany: Hello.

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: 00:00:21

Welcome

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back to the Teaching Toolbox

podcast with Brittany and Ellie.

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: 00:00:26

We are here and we've got a guest

speaker with us, Leah Cleary.

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Let's hear all about who Leah is.

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Leah, can you tell us a

little about yourself?

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Leah Cleary: Sure.

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I am a teacher.

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I've been in the classroom for 23 years.

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I teach secondary.

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I've taught middle school and high school.

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I've spent most of my

career teaching high school.

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I actually have taught

English and history.

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I think I might've already

said that, but that's okay.

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Brittany: Do you wanna tell

us a little about your store?

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Leah Cleary: Oh sure.

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So my store on Teachers Pay

Teachers is Leah Cleary.

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So you can find me at Leah Cleary.

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You can find me on the

web at leahcleary.com.

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And.

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My store on Teachers Pay Teachers

is social studies majority.

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I design complete curriculums.

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I've got one for World

History for Economics.

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I've got one for sociology, psychology's

in the works, the first units out.

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Uh, and I've got a bunch of individual

resources for ELA and social studies.

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Ellie: She's got it

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all.

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Brittany: That's awesome.

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Yep.

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So today we're gonna talk about

scaffolding in the classroom.

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Leah is a pro at scaffolding

for her students and making sure

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that they have a good foundation.

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So let's talk about what

scaffolding is, first of all.

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Scaffolding is when you create a

foundation for your students and you

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help them build up their skills so that

they are able to do things on their own.

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So you slowly give them piece by piece

and you help model what they're doing,

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what you are doing, so that they can

then do it by themselves and you add

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one piece after another after another

until they can do it all themselves.

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And so, we're gonna talk about different

ways you can use scaffolding in the

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classroom in different subjects.

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Who's got an example of

scaffolding that they've done?

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Leah Cleary: I can jump in here.

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I'm right now at the beginning of

the school year and currently I'm

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teaching world history, AP World

History in Theory of Knowledge for the

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International Baccalaureate Program and.

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I like to envision scaffolding,

like you said, as building and we're

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building a tower, and at the top of

the tower are all of the skills that

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we want for our students to have.

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And so we start at the bottom, at

the beginning of the school year,

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especially post pandemic, and

anyone who has been in the classroom

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before and after the pandemic knows

there's a huge, huge difference.

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So we start at the bottom, and as

Brittany was saying, you know, we're,

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putting the, the support in that the

students need, and as they're getting

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it, we're removing that support, so

that we're building a very sturdy

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tower going up to the ultimate goal.

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And so the first place where I

start scaffolding with my world

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history students is note taking.

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Note taking is such a basic skill and is

something that as teachers, especially

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teachers of high school students, and

especially when they are in an advanced

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placement or IB class or gifted, honors,

anything like that, we tend to think

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that they know how to do it and that

couldn't be further from the truth.

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So I'm gonna start with note taking as

an example, since that's the first thing

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I do with my world history students.

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So I teach them Cornell Notes and what

we do at first is I will start with

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a presentation, and the presentation

will have the learning target, our

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focus for the day, and I'll say, okay.

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This is the topic for your Cornell Notes.

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It says, I can explain the

legacies of classical empires.

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And so the title they would put would

be Legacies of Classical Empires,

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and I would model this for them, and

then I'd say, okay, these are the

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empires that we're gonna talk about.

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We're gonna talk about Persia, we're

gonna talk about Hellenistic Empires.

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We are gonna talk about Rome,

and we're gonna talk about China.

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And so they then make four

pages of Cornell Notes, all

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of them with the same title.

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Exactly.

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Like I'm doing on the board.

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I'm modeling it.

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The title, legacies of Classical

Empires, and then one is Persia, one's

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Hellenistic, one's Rome, and one is China.

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And then the question is, well, how

are we going to organize these notes?

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Because students, our students

tend to be really lost on that.

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They have no idea how

to organize their notes.

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And I think the best way to

do that for social studies

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is, is by considering themes.

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And when we consider themes in my

class, and you know, you can use

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any of these acronyms for themes.

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You know, there's SPEC, there's PERSIA,

there's, there's all kinds of acronyms.

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I use PIECES, and so I usually say,

we're gonna put the PIE on the front.

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You know, the first three,

political, innovation, environmental.

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And we're gonna put the C E S on the back.

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All right, so the PIE on the

front, the CES on the back.

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So cultural, economic, social.

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So we talk about what

all of those things are.

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We discuss what those different themes

are, and then we just look at a slide.

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And the slide just has information

about Persia on it, right?

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And the slide might be talking about the

founding of Persia the Persian Empire, you

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know, the Achaemenids, all of this stuff.

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And I'm like, now I, I

don't know that word.

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What does that mean?

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What, what does Achaemenid mean?

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What does Satrap mean?

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Where would we put that?

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So we put that over in the key concepts,

because that's how Cornell Notes are.

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There are three sections.

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You have key concepts and questions.

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You have notes, and then

you have the summary,

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right?

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so just model through it and

just completely talk through.

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Okay.

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Here we're talking about Cyrus, the

great founding the uh, Persian Empire.

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We're talking about how he expanded.

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What's that gonna go under?

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Political.

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Here we're talking

about the Persian Roads.

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Innovation.

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You know, so we're, we're filling it out.

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We're talking about they

had standardized currency.

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Economics, and so they're

putting it there, and then at

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the end we summarize the notes.

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Right?

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And it would be different for whoever's

doing it, but I'm modeling it for them.

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So we'll go back through the

notes and this is our summary.

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And so there, we've modeled it.

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So the next day it's Rome, right?

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And so at this point, they're

gonna do it with a partner.

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And so you put up on the screen.

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Here's the learning target.

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Same learning target.

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We're talking about Rome today.

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Um, so we're on the Rome

section of the notes and let's

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set the timer for 10 minutes.

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Look at this slide, discuss

it with your partner.

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Figure out where the pieces go, where

the themes go, where you would put

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the information in the themes, do

you see a term you don't understand?

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Sounds like a key concept to me.

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Right?

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And so then afterwards we would

discuss it and then they would

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work together on a summary.

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And then we would discuss it and

we would go through, you know,

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the next day I'd take out another

piece of the scaffolding depending

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on how quickly they're getting it.

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And so, you know, I've

already removed myself, I.

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And so I've laid the foundation,

and so now they have their partner.

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And so let's say they're

ready to try it on their own.

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So again, set the timer, let them practice

with Hellenistic, and let them do it

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for 10 minutes on their own and then

have them discuss it with their table.

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I, I have tables.

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I know not everybody has tables, but have

'em, you know, if you have 'em in group.

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So four, have 'em discuss it with their

group of four, and then, uh, you know,

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discuss a little bit with the class.

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Summarize, remove the second piece.

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Eventually, by the end of it, they are

doing it on their own while notes are up

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there or while they're doing a reading.

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You know, if they're doing a reading

in their textbook, Hey, read these two

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pages and take some notes over China.

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Well, how, how am I gonna organize it?

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PIECES, you know this already, do that.

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And so now when we're ready for

the historical thinking skill of

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comparison, they're naturally ready.

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'cause you know, we're gonna compare,

we're gonna write, they're naturally

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ready to compare apples to apples

as opposed to apples to oranges.

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'cause if they're comparing Persia

and Rome, they're going, they're

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compare politics to politics,

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Right?

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Economy to economy.

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And so, you know, it's

just, it's very deliberate.

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It's very, very deliberate.

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And you're removing the

pieces very deliberately too.

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You're not just throwing

all of it at them at once.

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So that, you know, by the time they get

it, they get it, they have a new skill.

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This is something that they can

carry with them beyond my classroom.

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This is something that they can use

when they're just reading a text to take

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notes and, and they're good with that.

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And that's how I introduce any of

the big skills that I want for my

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students to understand just by putting

the scaffolding in, pulling it out.

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Putting it in for the next step.

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Pulling it out.

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Ellie: So it sounds like, if I'm

hearing you correctly, and I love,

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I love this, this is fantastic.

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So you model first

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Leah Cleary: Mm-hmm.

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Ellie: they do it with a partner.

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Leah Cleary: Mm-hmm.

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Ellie: They do it on their own.

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Leah Cleary: yes.

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Ellie: So generally, very generally.

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But if we're just kind of looking

at those just to summarize

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those steps, that's fantastic.

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I love how you ta talked about like, then

they're gonna compare apples to apples

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'cause they have their things set up

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Leah Cleary: exactly They're ready

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Ellie: the same way.

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Leah Cleary: Yeah.

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And, and I actually have a lesson on

ancient Egypt on my website, if you go to

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world History Resources, And if you sign

up, you get that resource and shows you

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exactly how to do it with ancient Egypt.

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So you could actually use

that in your classroom when

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you talk about ancient Egypt.

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Ellie: Oh, that's fantastic.

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Leah Cleary: yeah, so it's

really, it's really cool.

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Um, all of the resources in my store, I

have cloze notes with fill in the blank.

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I think that's important because

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we are required to do those as

modifications for some students,

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but.

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Those are modifications and that

for students in general, we, we

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need to teach them the skill.

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Ellie: Absolutely.

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I think it's easy to assume when they come

to you that somebody else taught them,

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or somebody else already gave them

that skill or helped them with that

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skill and that they're gonna know.

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But that's not the case obviously,

from, you know, your experiences

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at the high school level.

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Leah Cleary: No, not even

with, not even with ap

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Ellie: Right.

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Leah Cleary: and again, especially post

pandemic, they're, they're not ready.

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But we are doing it.

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I'm, I'm department chair for

social studies and, and we're, you

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know, doing this right now with

our general world history too.

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Ellie: Okay.

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Leah Cleary: so

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we're, we're.

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Brittany: Sorry?

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What do you do with a kid who maybe put

the Persian money say they put it under,

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uh, innovation instead of economics.

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What do you do then?

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Leah Cleary: Well, for the

Persians, that was an innovation.

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So, you know, because it was an

innovation, a lot of the things

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that the Persians did like

across all the categories, you

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know, the Persians were, they were

first for a lot of these things.

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So I would ask them, why

did you put it there?

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And then if they told me

that, I'd say fantastic.

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You know, the Romans, they They

didn't innovate this, they did this.

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It wasn't an innovation for the

Romans, but it was for the Persians.

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You might also wanna put that under

economics so that if we're comparing

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the Persians to the Romans, maybe you

have standard currency to compare.

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Brittany: So you're asking them to like

validate what they did and why they

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did, why they put it there, but also

reinforcing them in their decisions,

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Leah Cleary: Yes.

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Brittany: Great.

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Awesome.

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Ellie, how do you use scaffolding in math?

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Ellie: Well, some things that I was

thinking about as we were talking, um, is

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of course having notes in a different way.

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Sometimes we have specific examples that

we want students to work through, and

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so maybe we would have, um, parts of.

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Equations filled in for students

before we do the entire thing on our

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own, or solving a simpler problem.

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You know, if we want to do a

complicated equation, we might have

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to go solve a simpler problem first

so that they understand the concept

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of how equations work before we move

on to something more challenging.

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And then pre-teaching vocabulary, I

think is, is one way that, you know,

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we've really set the foundation, like

what, what do these terms actually mean

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before we start jumping into some certain

procedures or processes and, and using

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those vocabulary terms, assuming that

they know what they are, but taking

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time to pre-teach the vocabulary.

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Look at specific examples

of the vocabulary.

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Maybe bring in one or two examples,

um, of the procedure to see where

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the vocabulary fits into that.

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Um, just some small things like that.

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Do you have any other

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ideas about math?

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Brittany: I think we scaffold a lot

in math when we set up the problem

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and we'll do an example for them

and then we'll ask them, okay, here

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I've done three of the four steps.

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What's the fourth step?

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Ellie: Mm-hmm.

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Brittany: And then, then we'll

do it again and we'll say,

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okay, do steps three and four.

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Now do steps two, three, and four.

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And we slowly have them do more and

more of the problem by themselves,

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Ellie: Mm-hmm.

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Brittany: um, until they've got it.

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Ellie: Right.

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Brittany: and yeah.

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Ellie: As Leah was talking

about the Cornell Notes, I,

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I haven't used Cornell notes.

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I know that some math teachers do use

them, but it made me think about the

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Math Wheels that I have where we do

have the key terms and we talk about

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the key terms in one section, and then

we, we take specific notes about the

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different procedures or the processes,

and then there's usually a practice

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section at the end where they start to

go through the problems by themselves.

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But some, some math skills lend themselves

very well to breaking it down step by

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step by step in each different section.

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And then, you add on a step as you go.

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So not the same, but it just made me

think about, about using them in that way.

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Leah Cleary: Yeah, I

love those math wheels.

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If I taught math, I would

definitely use those.

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They're really cool looking.

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I've seen them in your store.

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Ellie: Oh, thanks, What about E L A?

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Brittany: I think

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Ellie: I'm sorry, go

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: 00:15:36

ahead.

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: 00:15:36

Brittany: was just about to say that.

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: 00:15:37

Yeah, I was just about to go

in that direction, so thanks.

299

: 00:15:41

Ellie: Sure.

300

: 00:15:41

Brittany: I think we use

scaffolding a lot in ELA.

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: 00:15:44

Starting at the basic sentence

structure, a sentence, you know,

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: 00:15:49

has have . the five parts, um, of a

sentence and then working up to how

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: 00:15:55

a paragraph should be structured.

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: 00:15:59

and using scaffolding for that and

helping them, you know, get, like

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: 00:16:04

we used Step Up to Writing when I

was teaching, and so we had a green

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: 00:16:10

sentence as a . As an introduction

sentence for the paragraph and a green

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: 00:16:17

sentence to conclude the paragraph.

308

: 00:16:19

And then in between we'd have a yellow

sentence that explained the information

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: 00:16:24

and then a red sentence that went into

more depth, and then another yellow.

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: 00:16:30

That explained it more and then red,

that made it more in depth and so on.

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: 00:16:35

So they kind of equated

it to like a hamburger.

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: 00:16:39

Ellie: Oh yeah.

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: 00:16:40

Brittany: had all the different colors.

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: 00:16:41

Ellie: Mm-hmm.

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: 00:16:42

Brittany: Um, and so I.

316

: 00:16:45

Eventually we'd, we would do like

the green and then they'd have to

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: 00:16:50

do the yellow and the red, or we'd

do the green and the yellow and

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: 00:16:53

they'd have to do the red, you know?

319

: 00:16:55

And so it, it was the same kind of

process about giving them some of

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: 00:17:00

the information and then having them

build out more and more on their own

321

: 00:17:05

until they could do it by themselves.

322

: 00:17:07

Ellie: And that

323

: 00:17:07

Leah Cleary: I,

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: 00:17:08

Ellie: grade?

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: 00:17:09

Was that sixth grade or

326

: 00:17:11

Brittany: Yes.

327

: 00:17:12

That was

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: 00:17:12

Ellie: grade.

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: 00:17:12

Sorry if you said that.

330

: 00:17:15

Leah Cleary: for ELA, you

know, to talk about that.

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: 00:17:17

'cause like at the paragraph

level, I really like that idea so

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: 00:17:20

that you're giving them a frame.

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: 00:17:22

Like, and you already have the content of

the frame and then they're filling it in.

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: 00:17:27

I like that a lot.

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: 00:17:28

I'm also really fascinated with the

sentence level, especially if you look

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: 00:17:33

at it for students who aren't readers,

because so many of our students aren't

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: 00:17:37

readers, and if you're not a reader,

then it's very difficult to be a writer.

338

: 00:17:43

Ellie: Hmm.

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: 00:17:44

Leah Cleary: because we

do learn through examples.

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: 00:17:46

You know, we learn by having

things modeled for us.

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: 00:17:49

That's how we learn to speak.

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: 00:17:50

That's how we learn to walk.

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: 00:17:51

That's how we learn to

do everything that we do.

344

: 00:17:56

And so I'm fascinated by the

whole idea of sentence imitation.

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: 00:18:02

And so you take a sentence from a

piece of literature, and it could be

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: 00:18:07

any sentence, and you know, it may

be a really complex sentence and.

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: 00:18:13

you imitate that for the students?

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: 00:18:16

No.

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: 00:18:16

The content's gonna be different,

but the structure's the same.

350

: 00:18:20

then you have them init imitate it

for you or try to imitate it for

351

: 00:18:25

you so that they're playing with

different sentence structures.

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: 00:18:29

Ellie: mm-hmm.

353

: 00:18:29

Leah Cleary: And that's the

writing program that I have

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: 00:18:32

in my store writing blocks.

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: 00:18:35

It's based on that, um, just at

the very basic sentence level, And

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: 00:18:40

I tell you, a couple years ago, a

book writing revolution came out

357

: 00:18:45

and there are just some really

wonderful ideas about scaffolding

358

: 00:18:48

writing in there for any discipline.

359

: 00:18:51

and and they start with the sentence

level, and then they move to the

360

: 00:18:54

paragraph level, they move to,

you know, you're writing an essay.

361

: 00:19:01

Ellie: Do you know who the author is?

362

: 00:19:03

The of that book

363

: 00:19:05

Leah Cleary: Not

364

: 00:19:05

off the

365

: 00:19:05

Ellie: case anybody is um, interested in

366

: 00:19:10

Leah Cleary: I was, I was interested

because my writing blocks program, I

367

: 00:19:13

came, came out with that in 2016 and

then, a couple years later, I started

368

: 00:19:19

hearing about Writing Revolution and

I thought, that sounds really cool.

369

: 00:19:22

And then I thought, well that sounds

a lot like what my writing blocks was.

370

: 00:19:25

And so I was like, did,

did I steal from them?

371

: 00:19:28

Did they steal from me?

372

: 00:19:29

And then I like got the book I

was like, no, we literally came

373

: 00:19:33

out with this like a year apart.

374

: 00:19:35

And I

375

: 00:19:36

and looked at this stuff and in

their prologue they're talking

376

: 00:19:39

about deliberate practice.

377

: 00:19:41

And like I talk about deliberate

practice and writing blocks.

378

: 00:19:44

And so there's a lot of similarities.

379

: 00:19:46

They're not the same,

380

: 00:19:47

but it's really kind of cool.

381

: 00:19:49

Um, what I like about writing blocks, mine

writing blocks, it's just for ELA, right?

382

: 00:19:55

Ellie: Okay.

383

: 00:19:56

Leah Cleary: But writing revolution

that can be used in any subject.

384

: 00:20:00

Ellie: Hmm

385

: 00:20:01

Leah Cleary: Yeah.

386

: 00:20:01

And so it's all about embedding

literacy in any subject.

387

: 00:20:06

And so that's a big initiative

at my school right now.

388

: 00:20:10

we're really working on that.

389

: 00:20:11

And in my department we're, you know,

uh, world history is spearheading

390

: 00:20:15

it.

391

: 00:20:16

And so I want for everyone in

my department to read that book,

392

: 00:20:23

I'm trying to make that happen.

393

: 00:20:27

Ellie: and that would be for math too.

394

: 00:20:29

Just because, you know, we

have the non-readers in math,

395

: 00:20:32

Leah Cleary: Mm-hmm.

396

: 00:20:33

Ellie: tackling the word

problems is, is a challenge.

397

: 00:20:36

Um, you know, so it would be great to

incorporate something like that, or

398

: 00:20:39

read that book and see how that can

be used in the math class as well.

399

: 00:20:43

Leah Cleary: Exactly.

400

: 00:20:44

And, with our literacy initiative,

it's, it's across all disciplines, you

401

: 00:20:48

know, looking at what literacy looks

like in the different disciplines.

402

: 00:20:52

you know, you said you start with

vocabulary and that's key for math, esp,

403

: 00:20:58

I mean, don't always think

about that, but it's key.

404

: 00:21:01

And they have to have a basic

understanding of what everything

405

: 00:21:05

means that they're trying

to do before they can do it.

406

: 00:21:08

Ellie: Right.

407

: 00:21:09

Exactly.

408

: 00:21:09

Yeah.

409

: 00:21:10

Brittany: I think vocabulary

is key for all subjects.

410

: 00:21:13

You gotta start with the vocabulary

first and then move on from there.

411

: 00:21:18

Leah Cleary: Yeah.

412

: 00:21:18

Brittany: So,

413

: 00:21:20

Leah Cleary: I agree.

414

: 00:21:20

How, um, as far as scaffolding for

vocab goes, uh, how do you, because I'm

415

: 00:21:25

interested in how you would do that.

416

: 00:21:27

Like how do you scaffold

the vocab for math?

417

: 00:21:33

Ellie: In some cases you can even, you

can look at, you know, pre prefixes,

418

: 00:21:36

suffixes and things like that.

419

: 00:21:38

Um, and thinking about some

of your basic operation words.

420

: 00:21:42

For starters, you know, there

are a lot of kids who don't even

421

: 00:21:45

remember what sum, or a quotient or

a product those kinds of things mean.

422

: 00:21:49

So basic operation words.

423

: 00:21:51

And then it really depends on what

particular topic you're thinking about.

424

: 00:21:58

You know, if you're thinking about

fractions, Starting with, you know,

425

: 00:22:03

numerator, denominator, and working

on, on that basic stuff before you

426

: 00:22:07

can get into something more complex.

427

: 00:22:10

Brittany: I like to give

the kids, uh, flashcards.

428

: 00:22:13

I, and then I have them do a lot

of like vocabulary word work where

429

: 00:22:18

they're using their flashcards.

430

: 00:22:21

They're filling out, you know,

different word puzzles and so

431

: 00:22:26

that they're using their words.

432

: 00:22:29

As much as possible playing games

with the words, that kind of thing, so

433

: 00:22:34

that they're just using them over and

over and over again, and so they're

434

: 00:22:39

becoming more second nature to them.

435

: 00:22:41

So,

436

: 00:22:43

Leah Cleary: Yeah, and I think

that repetition's probably key.

437

: 00:22:46

Well, it's definitely key in, in

any subject when we're trying to

438

: 00:22:50

lay a foundation, build that tower.

439

: 00:22:54

Brittany: So how, how else do

you use scaffolding In history?

440

: 00:22:58

Leah Cleary: So I definitely, you know,

notes is how I, is, how I, I start.

441

: 00:23:03

And, uh, we, I use it

for annotation as well.

442

: 00:23:07

Um, I have them annotate the standards.

443

: 00:23:11

So if it's, if it's a regular world

history class, then I would take the

444

: 00:23:16

state standards and give them the one.

445

: 00:23:18

Okay.

446

: 00:23:18

These are, this is the standard

and these are at Substandards.

447

: 00:23:21

This is what we're working on right now.

448

: 00:23:24

And we would break it down.

449

: 00:23:25

Um, if it's AP, we use the CED,

the course and exam description.

450

: 00:23:31

And so, you know, sometimes you have to,

well you do have to get really basic with

451

: 00:23:36

this at first, because I find that it's

a really foreign concept to the students.

452

: 00:23:39

You know, it's something that maybe we

think of as really, really basic, but They

453

: 00:23:45

don't, you know, go forth and annotate.

454

: 00:23:47

They look at you blankly.

455

: 00:23:49

And so we have colors and I'll say, okay,

we're gonna highlight the verb green.

456

: 00:23:54

This says that we're supposed to explain.

457

: 00:23:56

Let's think about what explain means.

458

: 00:23:58

Well, it means that you identify a

specific example in the case of history,

459

: 00:24:03

and then you take it a step further and

you explain why or how it's significant.

460

: 00:24:09

as far as the standard are the course

and exam description goes right.

461

: 00:24:14

Um, so you start with the

verb and then highlight things

462

: 00:24:18

that you don't know in red.

463

: 00:24:19

All right?

464

: 00:24:19

Things that you're gonna need to

define and highlight things that

465

: 00:24:23

you're going to need to find a

specific example for, because you

466

: 00:24:27

know, a lot of times for history,

the standards can be pretty broad.

467

: 00:24:31

I mean, this really isn't the

case for US history, but this is

468

: 00:24:35

definitely the case for world history.

469

: 00:24:36

The standards can be pretty broad and

so students would need to find specific

470

: 00:24:42

examples of, and I keep going back to it

'cause it's what we're talking about right

471

: 00:24:45

now, but classical empires, you know, if

you say classical empires, that's broad.

472

: 00:24:51

Gimme some specific examples, right?

473

: 00:24:55

And so that's one way that

they can use their textbook.

474

: 00:25:00

and I know that textbooks had, if,

if you have a textbook, textbooks

475

: 00:25:04

had fall, have fallen out of favor

for so many different reasons.

476

: 00:25:09

But I think that it is invaluable to get

the kids reading different types of texts.

477

: 00:25:16

So, you know, source analysis, yes.

478

: 00:25:18

Primary, secondary documents for world

history, for any history, but also.

479

: 00:25:26

Don't say, read 50 pages and answer the

questions, but no, say go to page 55.

480

: 00:25:32

Look at the section from, uh, the

ancient Persians to the section on Rome.

481

: 00:25:38

Right?

482

: 00:25:38

Take a look at that

one section on page 55.

483

: 00:25:42

Uh, read it and take the standard,

right, and find examples.

484

: 00:25:50

What's the verb telling you to do?

485

: 00:25:52

Is it telling you to identify?

486

: 00:25:55

Then you just need an example.

487

: 00:25:57

Is it telling you to explain?

488

: 00:26:00

Then you need an example and you

need to explain the why or how.

489

: 00:26:05

And of course I would start

that by showing them as well.

490

: 00:26:08

Brittany: That's very interesting.

491

: 00:26:09

I think, at sixth grade I use it

in a much more like general way

492

: 00:26:17

scaffolding in a much more general way.

493

: 00:26:19

I don't use the standards

so deliberately as you do.

494

: 00:26:24

But that's very interesting how you,

how you make them use the standards

495

: 00:26:29

and, and really focus on those.

496

: 00:26:33

on those terms.

497

: 00:26:35

I like that.

498

: 00:26:36

That's really cool.

499

: 00:26:38

Leah Cleary: Well, I just, you know,

one thing that if, if you send them

500

: 00:26:42

into reading without a purpose, um,

501

: 00:26:46

then they're, they're lost,

502

: 00:26:49

Brittany: Yeah.

503

: 00:26:49

Leah Cleary: So if you send them into

reading without a purpose, they're lost.

504

: 00:26:51

But likewise, um, if you always

have a really structured guide

505

: 00:26:56

for them, then they never learn

how to do it on their own.

506

: 00:27:00

Ellie: Hmm

507

: 00:27:01

Leah Cleary: My argument there is

that they need to learn how to be

508

: 00:27:04

learners, and that's more important now

than it ever was simply because, you

509

: 00:27:09

know, old industrial economy's gone.

510

: 00:27:13

They're not training

to be factory workers,

511

: 00:27:15

Ellie: mm-hmm.

512

: 00:27:15

Leah Cleary: Right?

513

: 00:27:17

Even if they do keep the same job

for 30 years, it's gonna change.

514

: 00:27:21

Think about how rapidly

technology is changing everything.

515

: 00:27:26

They're gonna have to learn how to learn.

516

: 00:27:28

Ellie: Mm-hmm.

517

: 00:27:28

Leah Cleary: they're gonna constantly have

to relearn how to do things because of

518

: 00:27:33

the rate at which technology is expanding

and is growing and is innovating.

519

: 00:27:39

So,

520

: 00:27:39

Brittany: Very good point.

521

: 00:27:40

Ellie: Very good point.

522

: 00:27:40

Yeah.

523

: 00:27:41

Brittany: All right.

524

: 00:27:42

Leah, can you remind us

where we can find you?

525

: 00:27:45

Leah Cleary: You can find

me@leahcleary.com and you can

526

: 00:27:50

also find me on Teachers Pay

527

: 00:27:52

Teachers.

528

: 00:27:53

My store is Leah Cleary.

529

: 00:27:54

I am a secondary English

and social studies teacher.

530

: 00:28:00

Brittany: Thank you so much.

531

: 00:28:01

It was so great to have you.

532

: 00:28:03

Leah Cleary: Thank you.

533

: 00:28:03

I really enjoyed it.

534

: 00:28:04

This was a lot of fun for me.

535

: 00:28:06

Ellie: Awesome.

536

: 00:28:06

Thank you, Leah.

537

: 00:28:07

You were amazing.

538

: 00:28:09

Leah Cleary: So are you both?

539

: 00:28:13

Narrator: You just listened

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540

: 00:28:16

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