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Developed by Mrs Elsa Lombard Centre for Teaching, Learning and Media NMMU
Introduction
Does the following scenario fits you?
You are trying for engage students in challenging academic work. Your students need to learn how to learn skills. You have a very diverse student group.
Intro cont
Students progress most effectively when they have been well equipped, well prepared and well guided along the path. Successful academic efforts always made significant use of scaffolding to support and organise the learning.
When we think of scaffolding we have a picture of a house or building in the process of being constructed. The building cannot stand on its own yet, but have the potential to do, provided that it is supported in the process. Support a sound foundation with increasing independence for the learner, as understanding becomes more secure.
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What it is
A form of assistance provided to a student by a lecturer that helps the students perform a task that would normally not be possible to accomplish by working independently (McLoughlin & Marshall, 2000) It engages the students actively at their current level of understanding until the point where the support is no longer required (McLoughlin @ Marshall, 2000)
Types of scaffolds
Functional Helps learner understand how to use and/or interpret the software.
Tutorials Instructions Explanations of representations
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Metacognitive Helps the learner to be aware of his/her own learning through reflection, monitoring, etc.
Assessment of understanding (Do I know more/understand better now?) Progress reflection through the learning process
Scaffolding Guidelines
Pre-engagement with the student and the curriculum. The lecturer considers curriculum goals and the students' needs to select appropriate tasks Establish a shared goal. The students may become more motivated and invested in the learning process when the lecturer works with each student to plan instructional goals.
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Cont (2)
Maintain pursuit of the goal. The lecturer can ask questions and request clarification as well as offer praise and encouragement to help students remain focused on their goals. Give feedback. To help students learn to monitor their own progress, the lecturer can summarize current progress and explicitly note behaviors that contributed to each student's success.
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Cont (3)
Control for frustration and risk. The lecturer can create an environment in which the students feel free to take risks with learning by encouraging them to try alternatives. Assist internalization, independence, and generalization to other contexts. This means that the teacher helps the students to be less dependent on the teacher's extrinsic signals to begin or complete a task and also provides the opportunity to practice the task in a variety of contexts.
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Mindmaps
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Questions as scaffolds
What is a literature review?
What are the main issues I need to read up on? What THEORY text do I need to read? What EMPIRICAL STUDIES will be relevant to my topic? Are there any relevant studies that have been done in a different context? What is the GAP in the literature?
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Examples cont
explanations inviting student participation teachers checking the students' emerging understandings modeling Inviting Students to Contribute Clues
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Some URLs
Benson, B. (1997). Scaffolding. Retrieved March 20, 2004, from http://www.galileo.peachnet.edu/. Brush, T. A, & Saye, J. W. (2002). A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment. Retrieved January 09, 2004, from http://www.ncolr.org/jiol/archives/2002/fall/03/index.html . Lange, V. L. (2002). Instructional scaffolding. Retrieved January 29, 2004, from http://condor.admin.ccny.cuny.edu/~group4/Lange?Lange%20Paper .doc. Larkin, M. (2002). Using scaffolded instruction to optimize learning. Retrieved January 29, 2004, from http://www.ericfacility.net/databases/ERIC_Digests/ed474301.html . Morelock, M. J., Brown, P. M., & Morrissey, A. (2003). Pretend play and maternal scaffolding: Comparison of toddlers with advanced development, typical development and hearing impairment. Retrieved February 16, 2004, from http://search.epnet.com/direct.asp?an=11246829&db=aph . Verenikina, I. (1998). Understanding scaffolding and the ZPD in educational research. Retrieved March 12, 2004, from 23 http://www.aare.edu.au/03pap/ver03682.pdf.
Applebee, A.N., & Langer, J. (1983). Instructional scaffolding: Reading and writing as natural language activities. Language Arts, 60, 2, 168-175. Association for Supervision and Curriculum Development (Producer). (2002). How to scaffold instruction for student success. [videotape]. (available from the Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria,VA 22311-1714). Beed, P. L., Hawkins, E. M., & Roller, C. M. (1991). Moving learners toward independence: The power of scaffolded instruction. The Reading Teacher, 44, 648-655. Dickson, S. V., Chard, D. J., & Simmons, D. C. (1993). An integrated reading/writing curriculum: A focus on scaffolding. LD Forum, 18(4), 12-16. Hogan, K., & Pressley, M. (Eds.). (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, 24 MA: Brookline Books.
References
Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Larkin, M. J. (2001). Providing support for student independence through scaffolded instruction. TEACHING Exceptional Children, 34(1), 30-34. Pressley, M., Hogan, K., Wharton-McDonald,R., Mistretta, J., & Ettenberger, S. (1996). The challenges of instructional scaffolding: The challenges of instruction that supports student thinking. Learning Disabilities Research & Practice, 11(3), 138-146. Roehler, L. R. and Cantlon, D. J. (1997). Scaffolding: A Powerfull Tool in Social Constructivist Classrooms. In Hogan, K. and Pressley, M. (red.), Scaffolding Student Learning. Instructional Approaches & Issues. Cambridge, Massachusetts: Brookline Books Rosenshine, B. & Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 25 49(7), 26-33.