Progressive in Knowledge and Skills | Origin: HQ102
This is a general discussion for the following learning topic:
CTE High-Quality Framework: Sequencing & Articulation --> Progressive in Knowledge and Skills
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
This module provided the vocabulary for my existing design process. Program progression is a deliberate choice, not an accident of scheduling. I use backward scaffolding, gradual release, and non-duplication to ensure students move from foundational skills to mastery, preventing repetitive, disconnected coursework.
My next focus is visibility. A sequence can look sound on paper but feel disjointed to a student. I intend to make the program’s arc explicit, ensuring students understand where they are, what they have built, and what comes next. Scaffolding must serve as a roadmap for them, not just an architecture for myself.
From the beginning I have always used the scaffolding method when it came to students learning about my program. I have seen the success behind even when learning something new or trying to figure it out on their own.
I knew to build my lesson scaffolding with terminology at the forefront but never really thought about why. I have a better understanding now of why using this instructional strategy helps students to build a foundation of learning that can allow them to develop more independence.
I am an administrator, not a classroom teacher. Reflecting on my past teaching experience engaging students in relevant and meaningful dialogue to identify what knowledge they already have is the start to establishing their foundation skills. Scaffolding is a instructional strategy that will allow students to work along side the teacher until they build independence to work on their own.
