Scaffolding Student Learning

Scaffolding Student Learning

Phase IIIActivity 7.1

Phase III. Activity 7.1Scaffolding Student Learning

1. What is scaffolding? A temporary structure

providing assistance at specific points in the learning process

Allows learners to complete tasks that they would not be able to accomplish without assistance

Phase III. Activity 7.1Scaffolding Student Learning

2. Why provide scaffolding? To help learners make progress and avoid

getting left behind To provide just-in-time help for learners In technology-supported learning, to help

learners “focus more on content rather than on the mechanics of technology use” (Fryer, 1999)

To direct students to good resources and help them form insights (McKenzie, 1998)

Phase III. Activity 7.1Scaffolding Student Learning

2. Why provide scaffolding? Scaffolding is

essential in construction work: for building tall structures, for reaching hard-to-reach places

Phase III. Activity 7.1Scaffolding Student Learning

2. Why provide scaffolding? Learning is constructing/forming

knowledge from various resources/ materials

Learning is transforming information from various resources into new knowledge products

Phase III. Activity 7.1Scaffolding Student Learning

3. How do we scaffold learning?By providing guides, outlines and

templatesBy using visual/ graphic and other

guides for thinking

Phase III. Activity 7.1Scaffolding Student Learning

4. Reception scaffolds Helps learners gather information from sources Directs learners’ attention to what is important,

and helps them organize and record what they perceive

Examples: interview process guide, reading guide, dictionaries and glossaries, observation guide, note-taking guide

Phase III. Activity 7.1Scaffolding Student Learning

5. Transformation scaffolds Helps learners transform information they have

collected into some other form Used to impose structure on information

(while reception scaffolds help learners perceive structure that is already in the information)

Examples: Venn diagram (for comparisons), inductive tower (for making inferences), causal loop and fishbone map (for analyzing causes and effects)

Phase III. Activity 7.1Scaffolding Student Learning

6. Production scaffolds Helps learners produce something observable

that conveys what they have learned Useful when the form of what is to be

produced follows the conventions of a type or publication or presentation format

Examples: presentation checklist and template, outline, story map, play structure, writing guide/template

Phase III. Activity 7.1Scaffolding Student Learning

7. Key attributes of good scaffoldsAvailable for just-in-time learningCan be skipped by those who don’t

need themBlends content and structure to an

appropriate degreeFades when students become more

adept

Phase III. Activity 7.1Scaffolding Student Learning

8. Key attributes of good scaffolds Strike a balance

between spoon feeding and allowing your learners to sink-or-swim.

Don’t scaffold everything. Pick the 20% that will solve 80% of your problems.

Phase III. Activity 7.1Scaffolding Student Learning

8. Key attributes of good scaffolds Make sure your

scaffolds do not stifle creativity.

Over time, as your students internalize the structures and skills you want them to have, scaffold less.

Phase III. Activity 7.1Scaffolding Student Learning

References Dodge, Bernie. (1998). Thinking Visually With

WebQuests. Available online at http://edweb.sdsu.edu/webquest/tv/. Accessed on 21 August 2006.

Fryer, Wesley A. (1999). Teaching with Templates. Available online at http://www.wtvi.com/teks/99_00_articles/teachingwithtemplates.html. Accessed on 21 August 2006.

McKenzie, Jamie. (1998). Grazing the Net: Raising a Generation of Free-Range Students. Available online at http://www.fno.org/text/grazing.html. Accessed on 21 August 2006.