Teachers have to have open dialogue with the students to determine what and how they are thinking in order to clear up misconceptions and to individualize instruction.Ĭrucial to successful scaffolding is an understanding of the student’s prior knowledge and abilities. Skills, or tasks too far out of reach can lead a student to his frustration level, and tasks that are too simple can cause much the same effect.Įach facilitative method used is chosen as an individually tailored instructional tool. Teachers have to be mindful of keeping the learner in pursuit of the task while minimizing the learner’s stress level. Others might include the activation of background knowledge, giving tips, strategies, cues and procedures. Among them are: breaking the task into smaller, more manageable parts using ‘think aloud, or verbalizing thinking processes when completing a task cooperative learning, which promotes teamwork and dialogue among peers concrete prompts, questioning coaching cue cards or modeling. Many different facilitative tools can be utilized in scaffolding student learning. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997). “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. The teacher only attempts to help the student with tasks that are just beyond his current capability. Of great importance is allowing the student to complete as much of the task as possible, unassisted. The teacher offers assistance with only those skills that are beyond the student’s capability. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The term ‘scaffolding’ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976).
0 Comments
Leave a Reply. |