![]() And how to help them overcome any gap in knowledge and skills. knowing when to intervene within a task.providing worthy resources for students to choose from to help them with the task.Then, helping them not only bring these to mind but also organise them in the most productive way to support new learning This involves alerting them to the prerequisite knowledge or skills that are needed to undertake the new learning. Keeping them on task – By providing structure.helping students understand why they are doing the work and why it is important for their learning.This is by using exemplary work and rubrics. defining expectations and clarifying direction to reduce students’ confusion.Because teachers should use it as students are engaging with problems.‘Not before or after’ that!īesides, in scaffolding, we must provide a framework of support within which the student can be successful by relying on this structured support. Giving instruction to students then having them engage in practice problems is not scaffolding. Not any support we provide to help students accomplish those selected tasks is scaffolding. So, you can determine in this case the extent to which student skill is improving to lead to success without scaffolding, or with less scaffolding. drawing students’ attention (working in groups) to particular concepts in questions or instructions in tests to assess their abilities to conduct the tasks embedded in the test.ĭynamic assessment can also help you adjust the scaffolding you already provided.eliciting the metacognitive processes or how students go about doing the task and comparing those to the type of metacognition that is desired.providing a series of prompts with different levels of support to determine the student’s current ability level based on what level of support was needed for adequate performance.Then, noting their difficulties, designing tailored assistance, providing that, and assessing their abilities having students perform a task of similar type of the target task.Such an assessment can support you to determine the level of support that is needed and then provide support accordingly. You can gather such information by incorporating dynamic assessmentwhere you can assess continuously what your students know and understand. This helps us to determine whether to increase or decrease the amount of support provided. Indeed, in scaffolding, it is important to collect information about our students’ level of competence. To select appropriate tasks, you need to consider curriculum goals and your students’ needs. This can help lower frustration levels and ensure that students remain motivated to do those challenging in scaffolding.īut, how to select appropriate tasks for instructional scaffolding? However, before involving them in such tasks, it was suggested that teachers should begin by introducing students to tasks they can perform with little or no assistance. So, providing the scaffolds is meant to help your students accomplish the tasks, thus getting to that next stage or level. This means that your selection of tasks has to be intentional, targetting a specific learning goal that a student is not yet able to attain. In scaffolding instruction, students are asked to do tasks beyond the level of what they can do alone. Here are 4 main features which clarify the process of scaffolding in education. So, scaffolding is all about supporting students’ development by creating conditions where meaningful learning is fostered.īut, what distinguishes scaffolding from other forms of instructional support? This strategy aims to facilitate a student’s ability to build on prior knowledge and internalize new information. Scaffolding, a teaching strategy which originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD): that area between what a learner can do independently and what can be accomplished with the instructional support.
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