Inclusion - Scaffolding Flashcards
What is Scaffolding?
- Process that enables students to solve problems, carry out tasks, or achieve a goal.
- Teacher models desired learning strategies/task, then gradually shifts responsibility for using the lrng strategy to the student
- accomplish task @ higher level, but also internalize the thinking
Purpose of Scaffolding?
- Aiding in the “handover of the skill” to the student *handover and helping is crucial
- teacher & student jointly perform the task to develop students ownership of skill
- Students can acquire the knowledge about task goals and behaviorism
- FOCUS: Active participation in the task
A Model of Schaffolding
- Student’s new knowledge (can now perform independently)
- Scaffold (from instructor)
- New Task that students cannot complete on their own
- Students foundational knowledge (what students can already do)
What was the activity with the squares, and what was the point?
The activity was the Feurerstein Scaffolding Activity
- Shapes you know, what pictures look like
According to Vygotsky, why does learning happen and why do we develop?
We develop because we learn.
In order to learn, we need to be presented with something that is just outside our ZPD
Zone of Actual Development?
what they can already do without assistance
Zone of Proximal Development?
Outside of their grasp, but can get their with assistance (Little boy with water wings and mother in swimming pool)
- new learning takes place: with assistance and support
ZPD Phases
Modelling : Teacher helps
Application
Fading : Steps back
Mastery: Set @ 80% student doing independently
What is the Modelling Phase of ZPD
- Think aloud modeling: metacognitive
- Talk aloud: Step by step (think of giving directions)
- Performance: writing out on board without talking “showing work”
Challenges of Scaffolding
- getting to know students and their individual supports
- allow for students to make errors
- don’t “hold-hand”
- give up some control
- not properly implement scaffolding
- needs to by dynamic, responsive to students needs and planned
- ## know how much support is needed and when
How to stay in the zone?
- know students and preferences
- look at their errors and you can see where they need help
What did the lego activity show?
half of picture (BW) Full picture (BW) direction words picture that comes with lego no instructions
What is task analysis?
-Identifying how a task is accomplished
-Where are you specifically putting in scaffolds
(skipping, brushing teeth, morning routine)
- breaking the steps down
Differentiating shaping and scaffolding
What is shaping?
- teach skill until mastery (80%) then move on to step 2
- can’t always move on
- discrete skill instruction: series of individual task which will require task analysis
- sequential manner
Differentiating shaping and scaffolding
What is Scaffolding?
- bridge the generalization gap
- working on emerging skills
- gaining independence and scaffolding into competence
- tool to learn content in context
- independent more and more
goal: build transferable skills through the development of strategies underlying cognitive skills * problem solving
Differentiating shaping and scaffolding
Both?
- task analysis
- reducing task demand on the student by simplifying the task
- both are ways of supporting student learning
Why is scaffolding the preferred method?
Shaping: can’t always move on
scaffolding: (a) acquiring a skill and (b) how, when and why the skill should be used
Task Analysis Activity
YoYo Vs Lock// Motor problems, visually impaired, hard of hearing, ADHD
- Performance modeling
What are the types of scaffolds?
Structural
Interactive
What are structural Scaffolds?
- static features of the context that can be pre-planned
- supports a teacher can utilize to engineer a learning context or skill routine
- things you are giving your students to help them develop skill sets
An example of a structural scaffold is?
And how does is support students?
Pictographs
- oral and reading comprehension difficulties
- memory
- vocabulary
Can draw stick figures, draw very quickly (house,cat,rabbit)
What are interactive scaffolds?
- involve intentional, dynamic, responsive actions on the part of the instructor during instruction
- high level of interactive scaffolding is expected initially, with a systematic withdrawal as the student internalizes the skills demonstrated by the teacher
Characteristics of Scaffolding
- collaborative interactions
- operate within ZPD
- gradual withdrawal as learner becomes more competent
Scaffolding is:
- part of instruction/intervention
- ongoing assessment
The dynamic interplay between instruction and assessment is the art of schaffolding
- help internalize strategies/skills needed for future performance
- determining the type/amount of help needed for the student
- lrng always proceeds fromt he known to the new
- good teaching will recognize and build this connection
- teacher intentionally guides or amplifies instruction, he/she is employing scaffolding techniques
- lrng always proceeds fromt he known to the new
- good teaching will recognize and build this connection
- teacher intentionally guides or amplifies instruction, he/she is employing scaffolding techniques
Phonological Awareness:
awareness of sound structure of a spoken word & ability to manipulate speech sounds within words
- segment words into individual sounds
Application (phase in scaffolding)
- teacher must constantly assess understanding by:
~observing performance
~paying attention to error
~ frequent assistance & feedback (feedback is a critical component of scaffolding)
Scaffolding Fading (phase in scaffolding)
- progressively less assistance and feedback as student masters
Mastery (phase in scaffolding)
- perform task without assistance or with less assistance
what is the detailed description that task analysis requires
- steps & skills (physical, cognitive, & linguistic)
- task complexity
- environmental conditions
- necessary equipment/materials
- unique factors
in structural scaffolding, what does engineering a learning context involve?
- manipulating an activity to maximize the use of the target skill/strategy
- providing internal predictability
- allowing repeated opportunities for the skill to be used
in structural scaffolds what does a skill routine involve:
involves providing a predictable order of steps within an activity
structural scaffolds also include:
- careful selection of materials
- order of presentation
- tools
- modifying environmental conditions
what are the three types of interactive scaffolds?
- response facilitations : guide towards demonstrating desired outcome
- linguistic facilitations: use more complex language, support oral/written outcomes
- regulatory facilitations: guide focus & Motivation on learning outcome
Peers as structural scaffolds:
Peers as interactive scaffold:
structural: social support with social needs, math skill support
Interactive: actively engaged in interactions
Peers as both
- reciprocal teaching: learner is the teacher; allows students to apply scaffolding strategies modeled by the teacher; talk aloud opportunities
Wood et al.’s scaffolding moves:
- recruit attention, interest & adherence
- provide structure to manageable limits
- direct attention to solving problems
- encourage movement beyond previously successful actions
- mark critical features
- control frustration by providing adequate assistance
- demonstrate solutions
