Scaffolding - · PDF fileScaffolding Equation Contingency + Fading + Transfer of responsibility = Scaffolding •Determine student’s current level of competence •Gradually...

Scaffolding Sam Arzon, Archana Sabesan, Yejin Song

Agenda

1. What is scaffolding?

2. Video

3. Video Discussion

4. Strategies

5. Scaffolding Practice

6. Advantages & Disadvantages

7. Points to Consider

8. Closing Remarks & Questions

What is Scaffolding?

• An instructional technique that promotes a deeper level of learning.

• Support given to students as they develop the skills they need to become independent, self-regulated learners.

Scaffolding Equation

Contingency + Fading + Transfer of responsibility = Scaffolding •Determine student’s current level of competence •Gradually withdrawing support depending on student’s level of development •Responsibility for learning is slowly transferred to the learner

Scaffolding ≠ help

Video

http://www.youtube.com/watch?v=uE_KTMRwbJs

Here are some strategies:

• Guided notes

• Reading buddies

• Using manipulatives

• Teacher prompting

• Chunking • Graphic organizers • Immediate & appropriate

feedback • Progress monitoring

Now it’s YOUR turn!

• Scenario: • You are a second grade teacher and are preparing to teach a math lesson

on regrouping in addition, which involves “carrying over” values when adding multiple digit numbers. The objective is to teach students the concept of regrouping across place value.

• Talk with your partner about how you can scaffold this lesson for your students.

Here is what we suggest:

• Lay the foundation: • Explain and model skill and concept

• Pull back gradually: • Observe and provide immediate feedback.

• Support and re-engage: • Provide direct feedback • Repeat instruction as necessary • Transfer into student work

Advantages & Disadvantages of Scaffolding

Advantages: • The teacher is able to minimize failure and decrease frustration. • When used appropriately, can meet the needs of most students.

Disadvantages: • When used correctly, it is extremely time consuming. • The teacher must also give up some control in order to let learners

move at their own instructional pace.

Points to consider...

• What different kinds of scaffolding are found in technology- rich environments?

• Why are these scaffolds needed by learners?

Questions?

References

Coffey, H. (2009, February 1). Scaffolding. Scaffolding. Retrieved April 1, 2014, from

http://www.learnnc.org/lp/pages/5074

Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40,1–12.

Van de Pol, J., Volmana, M., & Beishuizen, J. (2012). Promoting teacher scaffolding in small-group work: A contingency

perspective. Teaching and Teacher Education, 28, 193-205.

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher-Student Interaction: A decade of research.

Educational Psychological Review, 22, 271-296. DOI:10.1007/s10648-010-9127-6.

Van Geert, P., & Steenbeek, H. (2005). The dynamics of scaffolding. New Ideas in Psychology, 23,115–128.

http://www.learnnc.org/lp/pages/5074 http://www.learnnc.org/lp/pages/5074