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Inclusion > Inclusion - Scaffolding > Flashcards

Inclusion - Scaffolding Flashcards

1
Q

What is Scaffolding?

A
  • 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
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2
Q

Purpose of Scaffolding?

A
  • 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
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3
Q

A Model of Schaffolding

A
  • 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)
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4
Q

What was the activity with the squares, and what was the point?

A

The activity was the Feurerstein Scaffolding Activity

- Shapes you know, what pictures look like

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5
Q

According to Vygotsky, why does learning happen and why do we develop?

A

We develop because we learn.

In order to learn, we need to be presented with something that is just outside our ZPD

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6
Q

Zone of Actual Development?

A

what they can already do without assistance

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7
Q

Zone of Proximal Development?

A

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

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8
Q

ZPD Phases

A

Modelling : Teacher helps
Application
Fading : Steps back
Mastery: Set @ 80% student doing independently

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9
Q

What is the Modelling Phase of ZPD

A
  • Think aloud modeling: metacognitive
  • Talk aloud: Step by step (think of giving directions)
  • Performance: writing out on board without talking “showing work”
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10
Q

Challenges of Scaffolding

A
  • 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
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11
Q

How to stay in the zone?

A
  • know students and preferences

- look at their errors and you can see where they need help

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12
Q

What did the lego activity show?

A 
half of picture (BW)
Full picture (BW)
direction words
picture that comes with lego
no instructions
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13
Q

What is task analysis?

A

-Identifying how a task is accomplished
-Where are you specifically putting in scaffolds
(skipping, brushing teeth, morning routine)

  • breaking the steps down
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14
Q

Differentiating shaping and scaffolding

What is shaping?

A
  • 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
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15
Q

Differentiating shaping and scaffolding

What is Scaffolding?

A
  • 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
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16
Q

Differentiating shaping and scaffolding

Both?

A
  • task analysis
  • reducing task demand on the student by simplifying the task
  • both are ways of supporting student learning
17
Q

Why is scaffolding the preferred method?

A

Shaping: can’t always move on
scaffolding: (a) acquiring a skill and (b) how, when and why the skill should be used

18
Q

Task Analysis Activity

A

YoYo Vs Lock// Motor problems, visually impaired, hard of hearing, ADHD
- Performance modeling

19
Q

What are the types of scaffolds?

A

Structural

Interactive

20
Q

What are structural Scaffolds?

A
  • 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
21
Q

An example of a structural scaffold is?

And how does is support students?

A

Pictographs

  • oral and reading comprehension difficulties
  • memory
  • vocabulary

Can draw stick figures, draw very quickly (house,cat,rabbit)

22
Q

What are interactive scaffolds?

A
  • 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
23
Q

Characteristics of Scaffolding

A
  • collaborative interactions
  • operate within ZPD
  • gradual withdrawal as learner becomes more competent
24
Q

Scaffolding is:

A
  • part of instruction/intervention

- ongoing assessment

25
Q

The dynamic interplay between instruction and assessment is the art of schaffolding

A
  • help internalize strategies/skills needed for future performance
  • determining the type/amount of help needed for the student
26
Q
  • 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
A
  • 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
27
Q

Phonological Awareness:

A

awareness of sound structure of a spoken word & ability to manipulate speech sounds within words
- segment words into individual sounds

28
Q

Application (phase in scaffolding)

A
  • teacher must constantly assess understanding by:
    ~observing performance
    ~paying attention to error
    ~ frequent assistance & feedback (feedback is a critical component of scaffolding)
29
Q

Scaffolding Fading (phase in scaffolding)

A
  • progressively less assistance and feedback as student masters
30
Q

Mastery (phase in scaffolding)

A
  • perform task without assistance or with less assistance
31
Q

what is the detailed description that task analysis requires

A
  • steps & skills (physical, cognitive, & linguistic)
  • task complexity
  • environmental conditions
  • necessary equipment/materials
  • unique factors
32
Q

in structural scaffolding, what does engineering a learning context involve?

A
  • manipulating an activity to maximize the use of the target skill/strategy
  • providing internal predictability
  • allowing repeated opportunities for the skill to be used
33
Q

in structural scaffolds what does a skill routine involve:

A

involves providing a predictable order of steps within an activity

34
Q

structural scaffolds also include:

A
  • careful selection of materials
  • order of presentation
  • tools
  • modifying environmental conditions
35
Q

what are the three types of interactive scaffolds?

A
  • 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
36
Q

Peers as structural scaffolds:

Peers as interactive scaffold:

A

structural: social support with social needs, math skill support

Interactive: actively engaged in interactions

37
Q

Peers as both

A
  • reciprocal teaching: learner is the teacher; allows students to apply scaffolding strategies modeled by the teacher; talk aloud opportunities
38
Q

Wood et al.’s scaffolding moves:

A
  • 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

Inclusion (4 decks)

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