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Transcript

Leading Students to Independent Exploration

Instructional Scaffolding

Purpose

Scaffolding instruction is a means of supporting students through their learning levels and a gradual release of support with the ultimate goal of independence of mastery learning.

Video introduction

https://youtu.be/QiELN_2c0K0

Vygotsky's Scaffolding and The Theory of Zone of Proximal Development

Historically

"Compared to learning independently, students learn more when collaborating with others who have a wider range of skills and knowledge than the student currently does. These instructors or peers are the "scaffolding" who help the student expand her learning boundaries and learn more than she would be able to on her own."

-Vygotsky's Scaffolding- What is it and How to Use It, Christine Sarikas

Martin, N. D., Dornfeld Tissenbaum, C., Gnesdilow, D., & Puntambekar, S. (2019). Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds. Instructional science, 47(1), 69–98. https://doi.org/10.1007/s11251-018-9474-0

Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A Framework for Designing Scaffolds That Improve Motivation and Cognition. Educational psychologist, 48(4), 243–270. https://doi.org/10.1080/00461520.2013.838920

Evidence-Based Research and Scholarly Journals

van de Pol, J., Volman, M., Oort, F. et al. The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instr Sci 43, 615–641 (2015). https://doi.org/10.1007/s11251-015-9351-z

Karina Rose Mahan (2020) The comprehending teacher: scaffolding in content and language integrated learning (CLIL), The Language Learning Journal, DOI: 10.1080/09571736.2019.1705879

BELLAND, B. R. I. A. N. R. (2018). Instructional Scaffolding In Stem Education: strategies and efficacy evidence. SPRINGER.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development. English Language Teaching, 3(4). https://doi.org/10.5539/elt.v3n4p237

discussion

Process

2.

4.

Student Application

Independent Mastery

Modeling

Scaffolding Fading

3.

1.

Process

Whole Group

Teacher-Led Instruction

-Content given as whole group; lecture

-Direct instruction

-Step by step work completion

Small Group

Teacher Support

-Modeling

-Practice within the content

-Short discussion within group

-Begin practicing peer work expectations

-Teach how to be an effective contributor to a discussion

Video example:

https://youtu.be/DcdkG2Ur9x4

Partner Pair

Peer-led and support

-Should not be started if proper modeling has not occured with success.

-Peers groups can be arranged in various ways; homogeneous, heterogeneous, would strongly not reccommend randomly for effectiveness

-Students learn through peer support and are actively engaged

Independent

Student Centered

-This step should not be taken unless successful practice of the previous steps.

-Creates an environment of actively engaged learners.

-Can allow choice of high interest content to be studied.

-Allows the teacher to have time to work individually with students that need more intervention.

Question/Evaluate

Teacher/Student Led

-Have the students met the objectives in which you laid out in the beginning of the lesson?

-Where are there gaps in the learning process that students with mild disabilities might fall into after working through this?

-Do the students who need assistance have the appropriate accommodations in place?

Key Points to Remember

- It's a slow process that cannot be rushed or steps skipped.

-Students should be evaulated and assessed throughout the process to ensure understanding and learning.

- While this can be provide benefitting outcomes, it can also diminish potential growth if students are given too much release too soon.

Advantages

Disadvantages

-If not carefully implemented and evaluated, it could hinder students with mild disabilities

-Students can easily slide by, doing minimal work if the teacher does not examine and reflect with all students or allows too much independence

-Ability to reach learners who need more advanced material or student who need more intervention.

-Teacher is given independence to work with students

-Students have the access to learn in their best format

-Students are able to step into high interest content

Technology to Assist in Independence

In order for students with mild disabilities to be successful, some technology should be explored and utilized.

1. Speech to Text Application

2. Visual schedule or checklist; this can help students understand what needs to be completed and when. This can be on the computer or hard copy

3. Calculators; adaptive or standard

4. Ghotit: An online writing tool to assist students with dyslexia.

Technology

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