Scaffolding & Fading January 14 th, 2014 SPA Meeting Joseph D’Intino, M.Ed. The Study.

Scaffolding

& Fading

January 14th, 2014SPA MeetingJoseph D’Intino, M.Ed.The Study

Outline

• Different support for different situations

• Scaffolding

• Fading

• Resources

• Questions

Different support…

Learning Profile

Strengths weaknesses

Model

Maintenance

Scaffolds/support

Fade Fade

Scaffolds/support

Compensatory strategies

Scaffolding

• Cognitive scaffolding works similarly to physical ones

• Training wheels

• Support that allows for growth

General Rules

• Mistakes are learning opportunities

• Remain process-oriented

• Cognitive Apprenticeship Model (Brown, Collins, & Newman, 1989)

Vygotsky’s Zone of Proximal Development:

Six Tips for Scaffolding

• “Show and Tell” - Modeling the process

• Activate Prior Knowledge

• Think-aloud

• Preview vocabulary

• Use visual aids – organizers, checklists, etc.

• Strategic Questioning

Edutopia.org

Removing Support: Fading

• Goal: Independent learning

• Fading refers to decreasing the level of assistance through the gradual removal of scaffolds

• “When should we remove support?”• Does the student engage in the task

independently?• Can the student explain their mental process?• Can the student teach the task to someone else?

• Backward Chaining

Fading

• Gradual decreases - Don’t go “Cold turkey”

• Offering increased levels of ownership to the student

• Be reflexive

• Example 1:

• 1. Student has texts read to her• 2. Student engages in “echo-reading”• 3. Student reads with prompts• 4. Student reads independently

Fading cont’d

• Example 2: Time management

• 1. Model to the student how to gather, organize, and prioritize materials and assignments

• 2. Make a checklist with the student

• 3. Ask strategic and objective questions to have student engage in appropriate study habits.

• 4. Decrease frequency of questioning

A final point…

• Scaffolding does not mean “doing”.

• Fading does not mean “disengaging”

• Scaffolding and Fading: an incremental process

Too little support ZPD Too much support

Optimal Learning

Resources

Tips for encouraging independent homework habits:

http://www.sheknows.com/parenting/articles/974071/help-your-child-complete-homework-

independently

An extensive explanation of scaffolding and fading:

http://www.education.com/reference/article/scaffolding/

More tips for developing independent learning habits:

http://www.canadianliving.com/moms/kids/expert_strategies_to_get_kids_to_do_their_homework.php

References

• http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

• Brown, J., Collins, A., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Cognition and instruction: Issues and agendas, 453-494.

• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.

• Vygotsky, L. S. (1963). Learning and mental development at school age. Educational psychology in the USSR, 21-34.

Questions?