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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

    6. Advantages & Disadvantages

    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

    • Reading buddies

    • Using manipulatives

    • Teacher prompting

    • Chunking • Graphic organizers • Immediate & appropriate

    feedback • Progress monitoring

  • Now it’s YOUR turn!

    • 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.

    • Talk with your partner about how you can scaffold this lesson for your students.

  • 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 & Disadvantages of Scaffolding

    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

    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.

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