...Strategy Research Paper Exploring Scaffolding Section | Page | | | The Literature and a Look at How Scaffolding Works | 2 | Research and Theory | 6 | Opinion | 11 | References | 13 | Elvani Pennil EDUC 0500A Adolescent Learning and Development Prof. H. J. Hartman November 21, 2002 The Literature and a Look at How Scaffolding Works True learning occurs when information is integrated into an individual’s knowledge base (Hogan and Pressley, 1997). According to Graves and Braaten (1996), scaffolding is defined as the process by which an expert provides temporary support to learners to “help bridge the gap between what [the learner] know[s] and can do and what [he or she] need[s] to accomplish in order to succeed at a particular learning task” (p. 169). Upon completion of this task, a learner is better able make the connection between prior knowledge and new information. Scaffolding helps this happen by allowing the teacher to interact with the student by asking leading questions and providing information in order to help students discover the information they need to successfully complete a task (1996). Scaffolding is important because the “temporary and adjustable structure” provided by the expert allows a student to complete a task that would have been impossible to complete without the scaffold’s support (1996). However, part of the function...
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...The Concept of Scaffolding and the Application of Scaffolds in the Classroom Where reading comprehension fails, scaffolding reverses the failure into a worthwhile reading experience. Scaffolding suggests that students who apply knowledge and skills learn better (Yager in Bulaon, 2006). Vygotsky pioneered the continuing transformative education which stated the need for the continuous development and application of a technique that would aid learners in achieving maximum intellectual formation and application called scaffolding (in Bulaon, 2006). Valbuena (2006) refers to these intellectual aids as forms of scaffolding, borrowing the term originated by Vygotsky (1896-1936) and named by Bruner (1978), which he both cited in his study ‘Scaffolding the Critical Thinking Skills of Zoology Students of Saint Louis University, Baguio City.’ He defined scaffolding as a “cognitive support given by teachers to learners to help them solve tasks that would not be able to do on their own (p. 5).” “This technique,” he adds, “primarily focuses on the idea of temporarily supporting learners along the process of learning and understanding a concept until he comes to a function where the perspective is shifted from dependency to independency (p....
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...their high performances in board examinations. Students in this university even came from different towns providing the institution's fame and quality. Their performance and grade also have a huge impact on this result. For a long time, this has been the image of Pangasinan State University Sta. Maria. However, for the past few years, slashing, and transferring to other schools became major problems of students because of their failing grades are increasing in number. A failing grade is defined as a grade lower than the passing grade of mark in an examination, class, or course of study. It is the rate of students' weakness apart from a passing grade is proof of how low an IQ level of a student is. When they hear the term failing grade, oftentimes, they would think that it is because a student is not studying well, or is not that good academically. With this circumstance comes slashing or being removed from the course a student is taking. In other cases, failing grades of students may also give negative image on the university or school itself. Based on the other researchers, there are two kinds of impact of having failing grade. The first one is the negative action which can lead to negative result. This could result in the student's frustration in his or her life. The student may be discouraged because of this. The positive outcome could mark the student to grow more, to study harder and to become a better student. The student may be inspired with this outcome. According to...
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... A student given algebra equations for the first time is likely to already possess a decent comprehension of basic arithmetic as a foundation from which to build onto. Even so, algebra is likely to appear as foreign and indecipherable. A decent instructor will offer clues and hints so that student is able to fill the voids of understanding within those first algebraic equations. By combining the previous experience of the student with the assisting expertise of the instructor, the aspiring student is able to master a new concept. The Russian developmentalist, Lev Vygotsky, emphasized the social contexts of learning and the construction of knowledge through social interaction (Santrock, 2014). Vygotsky’s concept of the Zone of proximal development (ZPD) is defined as the gap between what a learner has already mastered, the actual level of development, and what he or she can achieve when provided with educational support, potential development (Coffey 2015). According to Vygotsky, the most effective method of instruction is aimed not at what a student can do independently or that which they already comprehend, but at the student’s ZPD. Vygotsky’s ZPD theory has drastically altered our approach to education in the classroom setting. Classroom tools developed and implemented along the lines of Vygotsky’s ZPD, such as Scaffolding, group projects, and encouraging private speech have proved largely beneficial over independent assessment alone. In construction terms, scaffolding refers...
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...Differentiating Instruction Victoria Gassman Trident University Module 1 Case Assignment Mapping a route to Differentiating Instruction === In your case assignment, describe your current classroom (or, if you are not teaching, your proposed future classroom), the subject you teach, the audience (Elementary? High School? College? Military?) what type of learners might be found in your particular classroom and their possible learning styles. Based on this information discuss types of teaching strategies that might be most effective in reaching each of the learners in your classroom. Case Assignment Expectations In your response to the case, include introductory and concluding paragraphs. Submit by the end of the module. The assignment should be 2-3 pages, not counting the cover sheet and bibliography, double spaced with font size of 12. Your assignment should include a bibliography that includes at minimum the assigned website. Feel free to use other sources as you deem necessary. For information on how to properly format your bibliography for an APA style paper, refer to Citation Machine In your response to the case, include introductory and concluding paragraphs. Submit by the end of the module (2-3 pages, including references if you referred; double spaced with font size of 12). Mapping a route to Differentiating Instruction In your case assignment, describe your current classroom (or, if you are not teaching, your proposed future classroom)...
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...Instructor: Jessica Vargas November 4, 2013 In today’s classrooms, throughout America, there are a number of students who speak another language other than English. In fact, a majority of our classrooms consists primarily of English language learner students. For these students, interacting and participating in daily tasks, socially and academically, can at times be challenging. This added pressure and stress can wreak havoc for ELLs and can result in feelings of not belonging or loss of identity, their culture, family, or friends. They may also feel they lack the ability to fully express themselves through their native language. As teachers we need to take extra time and effort to understand that these students originate from diverse backgrounds, and some ELL students will have the learning skills that will enable them to pick up the English language at a more rapid pace than others. The reason for this seldom coincides with the student’s intelligence or motivation levels. Instead, we need to consider all the various learning strategies that can potentially help shape ELLs in becoming more confident in learning and speaking English. Throughout this assignment, I will thoroughly identify the different strategies that are presented throughout the classroom scenario, explain whether or not they are effective, describe how instructional input and scaffolding are used to support ELLs, discuss current theories and research in ELL development, identify and describe a standard, identify...
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...outdoor environment, exemplifying Piaget’s theories of constructivist based learning as well as teaching methods that cater to the concrete operational stage of cognitive development. Ann also displays Vygotsky’s cognitive theory involving the zone of proximal development and peer to peer or teacher-peer scaffolding within a group environment. The essay will examine Ann’s teaching methods and how they relate to these cognitive developmental theories. Ann’s socially-constructive pedagogical approach as described by Howell (2012) will help children build their knowledge base through collaborative learning as well as independent work, known as scaffolding. Ann would apply the technique of scaffolding by providing assistance and offering feedback relating to new information (Woolfolk, 2004). Vygotsky (1978) put forward a theory in which one only develops as one participates in various forms of social activities, opposed to Piaget who believed in a theory where the individual constructs his or her knowledge on their own (Bruner, 1997). ‘Cooperative learning’ is a concept developed by Vygotsky in which he suggested that through peer to peer and teacher to peer learning or scaffolding, social interaction and peer...
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...among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time” ("What is bullying," n.d., para. 1). This definition is the most common definition of bullying and is equivalent to the definition of bullying in the sources used throughout this paper. The School Crime Supplement of 2010-2011 reported 28% of students between grades 6-12 experienced bullying. The 2013 Youth Risk Behavior Surveillance System found that 20% of students in grades 9-12 reported experiencing bullying ("What is bullying," n.d., para. 5). Children who come from a home where the parents model coercive and aggressive...
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...apprentice how to complete a task, and there are four aspects of traditional apprenticeship: modeling, scaffolding, fading, and coaching (Collins et al., 1991). In order to learn how to perform the task, the expert begins by modeling the task for the apprentice (Collins, Brown, & Newman, 1987). In modeling, the apprentice learns by observing the expert complete the task (Collins et al., 1991). Next, the expert provides scaffolding for the apprentice by providing helpful hints on how to complete the task (Collins et al., 1987). Once the expert observes how well the apprentice is performing the task, the expert begins to remove support slowly and gives the apprentice more responsibility (Collins et al., 1991). Throughout the process of traditional apprenticeship, the expert provides coaching (Collins et al., 1987). The coaching techniques include evaluating progress, providing hints, and giving feedback; these techniques prepare the...
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...http://golum.riv.csu.edu.au/~srelf/SOTE/EEL403/2HDT.htm#Sociocultural Sociocultural theory (Vygotsky) Vygotsky’s sociocultural theory is possibly the theory given the most credence at present. Vygotsky believed the child’s culture and their interactions with others is significant in their overall development – especially in relation to cognitive development. In particular, Vygotsky views a child’s interactions with adults and more able peers as key to their overall development. He believed that a child would internalise dialogues with others and use this information to guide actions and acquisition of new skills on later occasions. From Vygotsky’s perspective learning is dependent on support from adults. Key to Vygotsky’s theory are the notions of private speech, scaffolding and the zone of proximal development. Key ideas ❖ the child is viewed as an active seeker of knowledge; ❖ the child and environment interact together enabling cognitive development in a culturally adaptive way; ❖ the mind is perceived to be socially constructed; ❖ the child is born with basic attentional, perceptual and memory capacities; ❖ development occurs as a direct result of contact with the environment; ❖ child as self communicator – leads to higher order thinking; ❖ language and thought develop independently, but eventually merge and interact. Private speech Vygotsky believed that in order to learn children must speak to themselves...
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...EDUC105: Major Essay- Due 29/4 Jean Piaget and Lev Vygotsky were two of the main instigators of the development of cognitive theories. These cognitive theories demonstrate the way in which we develop from infancy to adulthood and the mental processes in which each individual goes through (Slavin, 2009, p. 31). This essay will outline how the educational principles of Piaget and Vygotsky are utilized in Ann’s Classroom. Further, it will demonstrate that such principles are the basis for successful teaching. The essay will mainly focus on Piaget’s theory of disequilibrium, accommodation and assimilation, and Vygotsky’s theory of the Zone of Proximal Development and scaffolding. Paiget’s cognitive theory was that learning occurred through the interaction between the student and the environment. He advocated for discovery learning with little teacher intervention where children are impacted by their own personal experiences (Piaget, 1971). Piaget’s theory was a stage theory, where he believed that between particular age groups, certain skills and development would occur. In relation to Ann’s year five class, the children would be in the concrete-operations stage. During the concrete-operations stage, the child begins to develop a capacity for logical thinking charactized by mental actions that are reversible and therefore allow the child to arrive at a logical conclusion (Tuckman & Monetti, 2011, p.58). This stage is more advanced than the pre-operations stage, however...
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...than the majority of the other students within the classroom, so to accommodate those students (ELLs) teachers incorporate different strategies within their lessons and classrooms to ensure that every child is receiving a high standard of education; which will help them to become better prepared for the new world that they are being exposed to. This paper will examine a lesson plan that can be used to help English language learners in their literacy development; addressing the content area of reading and using this lesson plan to further progress a second grade class into becoming proficient. Along with examining the lesson plan, this paper will also identify three strategies, list-group-label, key vocabulary, and prereading text, that are used within it and identify three new strategies that can be used to modify the lesson to allow for comprehensible input and identify ways to scaffold lessons to help improve a student’s comprehension. English language learners are becoming more and more common within our schools and addressing their educational needs is important, but above all teachers need to remember that cultures are important and no student should have to give up their culture to become a part of another; blend them together and create a positive and supportive environment for these children to thrive within and learn from. Comprehensible input is “The theory postulates that in the natural process of language acquisition, students...
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...informed educational practices.” (Anderson, Greeno, Reder, Simon 2000) Situational learning is an instructional approach that follows the work of Vygotsky where students are inclined to learn actively by participating in the learning experience. “Like Piaget, Vygotsky argued that cognitive development results from a complex interaction between heredity and environment.” (Bohlin, Durwin, Reese-Weber 2012) Vygotsky’s “Zone of Proximal Development” (ZPD) theory states that the purpose of education is to give children experiences that are within their zones of proximal development thereby promoting and encouraging their individual learning. ZPD is the difference between “children’s actual developmental level and their level of potential development.” (Bohlin, Durwin, Reese-Weber 2012) Skills and understandings contained within a child’s ZPD are the ones that have not yet emerged, but could emerge if the child engages in interactions with knowledgeable others (i.e. peers and adults) or in other supportive contexts (i.e. make believe play). Children shift from performing cognitive processes socially with an adult to performing them mentally by themselves (Bohlin, Durwin, Reese-Weber 2012). In Vigotsky’s approach, the concept of “scaffolding” helps to support children’s learning. In particular, when applying scaffolding to the Zone of Proximal Development, it is a “bidirectional process within the ZPD rather than a one-way transmission from the adult to the...
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...children displayed actions for associative play, where children begin to play together, laughing, talking, running, etc., but they did not coordinate anything. The students all sat down and just began to build with the magnet tiles. The fourth child exhibited behaviors similar to the stage of play known as spectator/onlooker, where one child is watching two or more. He simply sat back on teacher’s lap watching the other three children play and have fun. Next, the children demonstrated signs that they feel into the category of preoperational in Piaget’s stages of cognitive development. The best example demonstrated the student’s lack of ability to...
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...Reading and writing are both explored in those two key document, to look closer at these an evaluation of overall effectiveness to teach reading and writing are crucial. DEEWR, 2009 explains literacy through five outcomes, but more directed towards outcome five which regards communication and multimodal literacy use in early years. DEEWR, 2009 outlines in outcome five the importance of literacy learning and states that literacy in early years should incorporate a range of modes of communication including music, movement, dance, storytelling, visual arts, media, and drama, as well as talk, listening, viewing, reading and writing. Upon this evidence of understanding the use of multiliteracy in early years, it can be seen that DEEWR, 2009 supports and encourages multiliteracies, therefore, enabling the ability to address 21st-century literacy learners. In contrast "English Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.1", 2016, explores literacy in a different approach to DEEWR, 2009. In ("English Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.1", 2016) the layout has allowed the user to choose from various options that can display individual sub-areas of the English strand e.g. literacy. From this, the curriculum explores content descriptors that are about the English strand. From choosing the options of literacy and ICT, numerous content descriptors demonstrate both literacy learning and ICT link as well. Therefore, it is evident...
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