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Biology: Scaffolding Writing
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Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study examines the implementation of a Lesson Study focused on improving extended writing for two high-attaining pupils with special educational needs and disabilities (SEND) in a mainstream secondary school biology curriculum. The study incorporates structured scaffolding techniques to enhance writing skills, particularly in the context of a gradual release teaching model.
Aims: The primary aim is to investigate the effectiveness of various scaffolding strategies, including writing frames and collaborative learning approaches, in aiding pupils A and B to improve their extended writing capabilities. The study also seeks to explore how the findings might be applicable across different subject areas beyond biology.
Methods: The Lesson Study is structured across three weeks, with one lesson conducted each week. The study employs a series of scaffolding tools, such as an acronym Writing Frame specifically designed for natural selection, and the Structured Evaluation Scaffold, integrated within the 'I do, we do, you do' framework. Data collection focuses on pupil performance and engagement with these scaffolding techniques.
Findings: The results indicate that both pupils benefitted from the scaffolding strategies, although to varying degrees. Pupil A demonstrated increased independence and progress in writing through the use of a BrailleNote Touch Plus device for real-time feedback, enabling on-the-spot clarification of misconceptions. Pupil B, who is verbally articulate, thrived through collaborative discussions in 'think-pair-share' activities, leading to greater confidence in her writing.
Implications: The insights gained from this study suggest that the application of structured scaffolding can significantly enhance writing abilities in pupils with SEND. The varying responsiveness to the scaffolding techniques highlights the importance of individualised approaches within inclusive education. Furthermore, the strategies employed in this study may provide useful frameworks for other educators looking to support similar learners in diverse subject areas.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), scaffolding, biology, writing skills, universal offer