Progress reflection through the learning process. Interpersonal- Helps facilitate social interaction Class management Turn taking Communication.
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.
Scaffolding Guidelines 2 Actively diagnose student needs and understandings. The lecturer must be knowledgeable of content and sensitive to the students e. Provide tailored assistance. This may include cueing or prompting, questioning, modeling, telling, or discussing. The lecturer uses these as needed and adjusts them to meet the students' needs. 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. 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.
Other guidelines for effective scaffolding includes the following: Begin with what the students can do. Students need to be aware of their strengths and to feel good about tasks they can do with little or no assistance.
Help students achieve success quickly. Although students need challenging work in order to learn, frustration and a "cycle of failure" may set in quickly if students do not experience frequent success. Help students to "be" like everyone else.
Students want to be similar to and accepted by their peers. If given the opportunity and support, some students may work harder at tasks in order to appear 15 more like their peers.
Other guidelines for effective scaffolding includes the following 2 : Know when it is time to stop. Practicing is important to help students remember and apply their knowledge, but too much may impede the learning. Help students to be independent when they have command of the activity. Teachers need to watch for clues from their students that show when and how much teacher assistance is needed.
Some examples of scaffolds include: Graphic organizers charts, diagrams, graphs Guides listening guides, viewing guides Templates writing templates, storyboards Prompts sentence starters Supports modeling, questions that activate student knowledge, translations, glossaries, calculators, explanations and clarifications Questions as scaffolds What is a literature review? What are the main issues I need to read up on?
Are there any relevant studies that have been done in a different context? What is the GAP in the literature? Examples cont explanations inviting student participation teachers checking the students' emerging understandings modeling Inviting Students to Contribute Clues. Brush, T. A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment.
Following the fundamentals of scaffolding, we integrated these elements into the syllabus: shared understanding of the scaffold, expert modeling, ongoing assessment, and deconstruction of the scaffold. The first case analysis consisted of a 5-point in-class discussion structured around concrete questions such as, "Name the primary stakeholders in this orga nization," "State your recommendation," and "Identify evidence d1at supports your recommendation.
Fin ally, the critical thinking scaffold was outlined on a rubric that students used to reflect on the cognitive processes they employed in each case analysis See Figure 1. Once a shared nnderstanding of rl1e scaffold was established, the instructor and students served as expert critical thinking models. This was accomplished in two ways. First, the instructor demonstrated each critical thinking level as outlined in the rubric and asked students to identify aspects of critical thinking as they were observed.
At midterm, students identified the ir person al strengths as they related to crit ical thinking, and from that point forward they were paired during activities to serve as expert models.
In additio n to the feedback given by d1e expert models, students also received on-going assessme n t from the instructor. For example, one student assessed her own critical thinking as "highly proficien t. This individualized assessment process allowed us to adjust and fade the scaffold as students gained critical thinking skills. Deconstructing, or fading a scaffold , shou ld occur incremen tally over time such that each student thinks critically without using prompts o r expert modeling.
Once removed, a scaffold should leave the learner with new and readily-employed cognitive skills. In our case study class for example, we first asked the studen ts to analyze cases by identifying and naming co ncrete pieces of information. By the end of the semester, studen ts were not given case assign ments per se. Instead, they analyzed cases in an open-ended paper format. Each aspect of the critical thinking scaffold was faded in this way. Interprets FaiIs to inte rpret Inte rprers all key In terpre ts all key Inte rprers exp licit Content all key strengths, strengths.
Figure I tU. Mary J. Ferguson, Ed. Forward by: Dr. Anne E. Weiss, Ph. Springer, Cham. Bennett, N. Land ArticleTitle A qualitative analysis of scaffolding use in a resource-based learning environment involving the world wide web Journal of Educational Computing Research 23 IssueID 2 — Occurrence Handle Hadwin P.
Hadwin L. Wozney O. Pantin ArticleTitle Scaffolding the appropriation of self-regulatory activity; A socio-cultural analysis of changes in teacher-student discourse about a graduate research portfolio Instructional Science 33 IssueID 5—6 — Hannafin J. Hill S. Hannafin S. Land ArticleTitle The foundations and assumptions of technology-enhanced student-centered learning environments Instructional Science 25 — Occurrence Handle Hill M.
Hogan M. Jacobson A. Archodidou ArticleTitle The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge Journal of the Learning Sciences 9 IssueID 2 — Occurrence Handle Koedinger Cognitive tutors as modeling tools and instructional models K. Forbus P. Lajoie, S. Teaching and learning in technology-rich environments. Winne eds. Mahwah, NJ: Erlbaum in press. Lajoie R. Azevedo Cognitive tools for medical informatics S. Land B.
Luckin B. Oliver M. Pea ArticleTitle The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity Journal of the Learning Sciences 13 — Pintrich A.
Zusho The development of academic self-regulation: The role of cognitive and motivational factors A. Wigfield J. Puntambekar R.
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