After reading the article and viewing the video, think about what the term scaffolding means to educators (teachers and students).
How successful can one be with or without scaffolding? How would you use scaffolding in the classroom? Describe experiences where scaffolding has been used.
Write any other thoughts you may have about this topic.
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The term scaffolding was not new to me. It is something that occurs often in the classroom and my experience with scaffolding was similiar to the examples mentioned in the article. However, what I learned is that scaffolding is a true "art form." I often used this teaching technique (not as a teaching technique)as a way to pull information from my students when they were a little stuck or lost. Really just wanting an answer to the question that I asked. After reading this article I realize just how much further I could have gone with giving assistance to a student using scaffolding as a means to do so. I was trying to help the student get to where I wanted them to be (answering the question) instead of allowing the student to "see" how we were getting there (more importantly how he/she was getting there). As a result I probably gave too much and maybe backed off too soon/late.
ReplyDeleteI think this teaching technique could be really helpful in a class that has a large number of low-level students. Because this technique is very individualized, I think you could address the learning styles (and needs) of the students (low-level) without them feeling bad or without ridicule from classmates. Would be a good way to differenciate instruction of a new lesson to a class by using many of the methods of instructional scaffolding ( think-aloud modeling(math/science), modeling(guided reading), and performance modeling(music/art).
Because I still favor teacher-directed learning, I think scaffolding is somthing I can really utilize in my teaching until I am comfortable with creating coopreative learning communities. However, having said that I think there will always be an opportunity to use scaffolding in instruction. The difference is that now I know what to do in order to make learning more beneficial to the student I am trying to help.
I don't think that there would be any classroom that could exist without some method of scaffolding being used. Teachers are always making observations trying to determine what is the best way to give instruction to their students while addressing the individual needs of these students. Scaffolding allows the teacher to accomplish this and still control the learning enviornment.
From Andrea:
ReplyDeleteScaffolding was a new term for me but not a new concept. I think it represents the best kind of learning -- like the video says, where learning is "a shared activity, not one directed exclusively by teacher or student. Both parties take responsibility." I think scaffolding is necessary for success in teaching and learning because a teacher cannot succeed without reaching out to her students and a student cannot succeed without guidance from the teacher.
In working at a library, I've used the think-aloud, talk-aloud, and performance modeling methods of scaffolding when showing students and other patrons how to look up articles in a database or even perform basic computer functions. I always feel it's important to show people how to do something and explain the process instead of just doing it for them; that way, they can do it for themselves next time. I would use scaffolding similarly in a classroom. I agree with Tamekia: it's a good way to provide individualized teaching.
Scaffolding seems to be one of the most important pieces of classroom management. If you have a classroom of 25 students it is next to impossible to answer every single question every single momment. This will also foster peer learning, which will also allow students to have control over their learning. Teachers are not doing the work for the students. They are actually explaining and showing them how to do it, then making sure the student understands how to do the new task.
ReplyDeleteI personally used scaffolding in my last job as a lead recruiter. This was a teaching role as well as a production role. I would explain new ideas to recruiters, then they would explain it to someone else after they understood the new technique. It allowed me to both teach and produce.
When I read the term “scaffolding”, I immediately thought of it in biological terms. I can see the similarities between what I thought and what scaffolding is in Education. I really like this method of teaching and am convinced of its effectiveness. I think students are very enthusiastic and more eager to learn when they are allowed to explore by themselves. It builds their confidence in education, themselves, and their intelligence. Perhaps, it gives them a sense of independence and a bond with the teacher who believed them intelligent and responsible enough to be trusted with such responsibilities. This type of learning system becomes less about what the teacher wants the student to learn and will test on and more about what the student can do.
ReplyDeleteI do wonder whether it is possible to apply scaffolding to every idea. One of my concerns as a teacher would be whether I have trained my students well enough that they will be able to “put all the pieces of the puzzle together” properly. In other words, have I taught them to think like scientists, or mathematicians, or writers, etc?
Though I had only a basic understanding of the use of scaffolding in the past, I think the class lecture was most helpful in explaining this technique. I particularly enjoyed the 5 steps: procedural guidelines, partial solutions, think alouds, anticipate student errors, and comprehensive tasks.
ReplyDeleteFor the video, I liked the animation with the teacher helping the student up the brick wall, because we all have to climb walls in education! The article introduced the history and characteristics of scaffolding very well.
I believe that scaffolding is helpful in many social group interactions where a goal is to be accomplished, both in school and work environments. In my previous job, many managers would give a "lecture" on the project, but did not state guidelines or models. It resulted in many staff employees spinning their wheels as they tried to figure out what to do.
Scaffolding is completely necessary, and although I have never used or recognized the term before in education it makes sense. A building's structure is surrounded by scaffolds that hold the building up during design and once it can stand alone, the scaffolding is removed.
ReplyDeleteIn education, I don't think you can be successful without scaffolding techniques since many students are at different education levels. Again, it goes back to MI, different students have different strengths and weaknesses, this is a beneficial process for both the student and the educator to see how they can improve both classroom teaching strategies and classroom learning.
Since I have no classroom experience, I've been the "end user" so to speak. I am the receiver of the scaffolding instruction. In math class, scaffolding methods using "Procedural Guidelines" and "Partial Solutions" have been incredibly helpful. I am not naturally inclined to excel in mathematics; therefore, this type of instruction lays down the foundation for completing problems, follows with examples, and then allows the students to reproduce and learn the concept without the assistance of the teacher.
In my future career as a School Library Media Specialist, I will use these two tools and other scaffolding methods to employ the use of pathfinders for students who are completing research on their own who wish not to have assistance. If students need help as individually or in groups, guided instruction and examples will benefit their search techniques allowing them to become more independent in their research.