Scaffolding
I had never heard this term before but it makes a lot of sense. I think students need structure as students build on their previous experience, skills and knowledge, they can continue to learn and grow.
I need to develope a new course and I plan to use the eight tasks:
• Provide clear instructions
• Clarify purpose
• Keep students on task
• Offer assessment to clarify purpose
• Direct students to worthy sources
• Reduce uncertainty and disappointment
• Deliver efficiency
• Create momentum
in oder to allows student learning with technology instead of learning from technology.
Has anyone else used these tasks in developing and facilitating a class?
Jaclyn ,
Wow! You have really done your "homework" and research. Thanks for all of your resources and well versed post. Take care.
In Constructivist learning, “the role of the learner is conceived as one of building and transforming knowledge†(Applefield, Huber, & Moallem, 2001, p.37). Students build on known knowledge. Learning is student centered and knowledge is gained by self-guided assembly. As knowledge is gained and a student sees a need to build on it, the student will venture more in depth on a subject. According to Al-Huneidi and Schreurs (2012), the teacher’s role is still essential but has evolved to a guide that ensures the students are on the right track.
There are five types of Constructivism: Trivial/Personal, Radical, Social, Cultural, and Critical (Von Glaserfeld, 1990). Trivial or Personal Constructivism coined by Von Glaserfeld in 1990, but originally developed by Jean Piaget is the idea that learners do not simply soak in knowledge but it has to be built. Von Glaserfeld also relayed the idea of Radical Constructivism which explains that people have their own reality and their learning is affected by it. The social category originated by Vygotsky in 1978, discusses how learning is collaborative and that the people surrounding the student influence the process. With a person’s social environment comes their cultural environment which also has input into the learning process. Cultural Constructivism identifies that things like religion, customs, and language will affect a student in matters such as the content of the books and even if the student has access to a book. When both Social and Environmental aspects are combined and challenged to improve, it is called Critical Constructivism.
Constructivism based in Piagetian thinking the instructor takes a back seat and the focus is on the active, self-constructive nature of learning. Piaget’s theory emphasizing self-discovery and peer collaboration neglects teacher involvement. Vygotsky recognizes that students are affected by their surroundings but must be directed. He focused on generational learning where learning starts at home and children begin cognitive development from instruction and influences in their lives. The first focus is the interactions between the student and teacher whoever that may be. Vygotsky developed the Zone of Proximal Development where he stressed that learners are guided by an expert until they can perform on their own. In it he described that the gap between an assisted and unassisted performance is where learning takes place. Keeping with the Constructivist idea that knowledge is built, Vygotsky developed the idea of Scaffolding in learning which occurs during the Zone of Proximal Development. The term is commonly used in construction for the temporary structure put up around a building while work is being done to repair or build a structure (Rathus, 2010). Scaffolding when applied to learning the concept that explains how a student is able to perform with help until they have learned to perform on their own. A good example of this is how children will count on their fingers until they can do it cognitively without the assistance.
Al-Huneidi, A. M., & Schreurs, J. (2012). Constructivism Based Blended Learning in Higher Education. International Journal of Emerging Technologies in Learning, 7(1), 4-9.
Applefield, J. M., Huber, R., & Moallem, M. (2001). Constructivism in Theory and Practice: Toward a Better Understanding. The Highschool Journal, 84(2), 35-53.
Rathus, S. (2010). ADEV. Mason, OH: Cengage.
Von Glasersfeld, E. (1990) An Exposition of Constructivism: Why Some Like it Radical. In R.B. Davis, C.A. Maher and N. Noddings (Eds), Constructivist Views on the Teaching and
Learning of Mathematics (pp 19-29). Reston, Virginia: National Council of Teachers of Mathematics.
Martin,
Remediation is the key word. Once we understand where our students are coming from and their background knowledge, the remediation is essential. Thanks!
When I teach a math class, I find I need to add to this list. I need to determine where a student is starting from in terms of background knowledge and assess frequently to make sure of their understanding before allowing them to progress. And at each assessment, including the initial one, support resources must be available to remediate any shortfalls in understanding.
Lucille,
Oh - a poster. That would be a good idea. It wouldn't hurt to go over that with students as well so they understand the process and why it is important. Thanks!
I think that when applying learning models, the scaffolding approach helps facilitate organization for both the learner and the instructor. This list would make a great poster to remind me of my responsibility as an online instructor.
Jodi,
Nice bulleted list. I haven't used all eight of these tasks per se, but do touch on each of these throughout courses. Nice job.
