# Scaffolding - · PDF fileScaffolding Equation Contingency + Fading + Transfer of responsibility = Scaffolding •Determine student’s current level of competence •Gradually withdrawing

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• Scaffolding Sam Arzon, Archana Sabesan, Yejin Song

• Agenda

1. What is scaffolding?

2. Video

3. Video Discussion

4. Strategies

5. Scaffolding Practice

7. Points to Consider

8. Closing Remarks & Questions

• What is Scaffolding?

• An instructional technique that promotes a deeper level of learning.

• Support given to students as they develop the skills they need to become independent, self-regulated learners.

• Scaffolding Equation

Contingency + Fading + Transfer of responsibility = Scaffolding •Determine student’s current level of competence •Gradually withdrawing support depending on student’s level of development •Responsibility for learning is slowly transferred to the learner

Scaffolding ≠ help

• Video

• Here are some strategies:

• Guided notes

• Using manipulatives

• Teacher prompting

• Chunking • Graphic organizers • Immediate & appropriate

feedback • Progress monitoring

• Scenario: • You are a second grade teacher and are preparing to teach a math lesson

on regrouping in addition, which involves “carrying over” values when adding multiple digit numbers. The objective is to teach students the concept of regrouping across place value.

• Here is what we suggest:

• Lay the foundation: • Explain and model skill and concept

• Pull back gradually: • Observe and provide immediate feedback.

• Support and re-engage: • Provide direct feedback • Repeat instruction as necessary • Transfer into student work

Advantages: • The teacher is able to minimize failure and decrease frustration. • When used appropriately, can meet the needs of most students.

Disadvantages: • When used correctly, it is extremely time consuming. • The teacher must also give up some control in order to let learners

move at their own instructional pace.

• Points to consider...

• What different kinds of scaffolding are found in technology- rich environments?

• Why are these scaffolds needed by learners?

• Questions?

• References

Coffey, H. (2009, February 1). Scaffolding. Scaffolding. Retrieved April 1, 2014, from

http://www.learnnc.org/lp/pages/5074

Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40,1–12.

Van de Pol, J., Volmana, M., & Beishuizen, J. (2012). Promoting teacher scaffolding in small-group work: A contingency

perspective. Teaching and Teacher Education, 28, 193-205.

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher-Student Interaction: A decade of research.

Educational Psychological Review, 22, 271-296. DOI:10.1007/s10648-010-9127-6.

Van Geert, P., & Steenbeek, H. (2005). The dynamics of scaffolding. New Ideas in Psychology, 23,115–128.

http://www.learnnc.org/lp/pages/5074 http://www.learnnc.org/lp/pages/5074

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