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    Samdaye Gopaulchan Scaffolding

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    The document defines instructional scaffolding as using what students already know to build knowledge in new areas, with scaffolding acting as an enabler rather than disabler once properly administered. It states that scaffolding involves a teacher or peer assisting a student with a task they cannot do independently by offering support to develop skills beyond their current capabilities. The scaffolding process involves contingency, where the teacher supports students, fading, where the teacher gradually removes support as students gain mastery, and transfer of responsibility, where students take control of their own learning. The flow chart depicts using techniques like think aloud, modeling, and group work to scaffold teaching the concept of stock valuation using the average cost method, with assessment at each stage to determine

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    Samdaye Gopaulchan Scaffolding

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    api-552942601
    91 views3 pages
    The document defines instructional scaffolding as using what students already know to build knowledge in new areas, with scaffolding acting as an enabler rather than disabler once properly administered. It states that scaffolding involves a teacher or peer assisting a student with a task they cannot do independently by offering support to develop skills beyond their current capabilities. The scaffolding process involves contingency, where the teacher supports students, fading, where the teacher gradually removes support as students gain mastery, and transfer of responsibility, where students take control of their own learning. The flow chart depicts using techniques like think aloud, modeling, and group work to scaffold teaching the concept of stock valuation using the average cost method, with assessment at each stage to determine

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    The document defines instructional scaffolding as using what students already know to build knowledge in new areas, with scaffolding acting as an enabler rather than disabler once properly administered. It states that scaffolding involves a teacher or peer assisting a student with a task they cannot do independently by offering support to develop skills beyond their current capabilities. The scaffolding process involves contingency, where the teacher supports students, fading, where the teacher gradually removes support as students gain mastery, and transfer of responsibility, where students take control of their own learning. The flow chart depicts using techniques like think aloud, modeling, and group work to scaffold teaching the concept of stock valuation using the average cost method, with assessment at each stage to determine

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    91 views3 pages

    Samdaye Gopaulchan Scaffolding

    Uploaded by

    api-552942601
    The document defines instructional scaffolding as using what students already know to build knowledge in new areas, with scaffolding acting as an enabler rather than disabler once properly administered. It states that scaffolding involves a teacher or peer assisting a student with a task they cannot do independently by offering support to develop skills beyond their current capabilities. The scaffolding process involves contingency, where the teacher supports students, fading, where the teacher gradually removes support as students gain mastery, and transfer of responsibility, where students take control of their own learning. The flow chart depicts using techniques like think aloud, modeling, and group work to scaffold teaching the concept of stock valuation using the average cost method, with assessment at each stage to determine

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    Define the term instructional scaffolding.

    According to Benson (1997) scaffolding is a bridge which is used to build upon what

    students already know to arrive at something they do not know. Benson suggests that once

    scaffolding is properly administered, it acts as an enabler and not a disabler. Lev Vygotsky (1978

    p.86 ) states “the zone of proximal development is the distance between the actual

    developmental level as determined by independent problem solving and the level of potential

    development as determined through problem solving under adult guidance, or in collaboration

    with capable peers”.

    Explain the component parts in the process involved in providing instructional scaffolding.
    Wood, Bruner and Ross (1976) states that scaffolding was developed as a metaphor in

    order to describe the assistance given by a teacher (more knowledgeable other or MKO) or peer

    to support learning. The teacher assists the student in mastering a task that he/she cannot do

    independently by offering assistance in developing student skills beyond their capability. This is

    the contingency process as the teacher supports a student or group of students. Along the way the

    student will encounter errors and the teacher (MKO) guides and provides feedback and

    prompting in order for the student to achieve his/her goals ( Larkin, 2002). Once the student

    attains mastery of the task the teacher initiates the “fading” process by the slow removal of the

    scaffold which enables the student to now work independently. The third process of transfer of

    responsibility begins dealing with the students cognitive or metacognitive activities increases and

    they take control of their learning.


    Construct a flow chart to show how you would use a specific set of instructional scaffolds to
    teach a named major concept/skill and explain the process depicted in the flow chart.

    Figure 1-A Flow chart highlighting scaffolding techniques used in a lesson on Stock
    Valuation the practical application of AVCO, Average cost method
    The first stage is the Contingency stage where the teacher will orally ask students if they

    know how to calculate Average cost based on readings. Students who indicated yes proceed to

    read a given handout and students who say no proceed to look at a video. After the video and

    reading an online quiz is given to test understanding and to determine the appropriate scaffolding

    techniques required to teach the class. The methods chosen were think aloud, modelling, I DO WE

    DO YOU DO and demonstrations. After this to begin the fading process group work was done.

    For the transfer of responsibility the students were asked to do an individual exam.

    References:-

    Beishuizen, J. Volman, M. and Anneke van de Pol (2010). Scaffolding in Teacher–Student


    Interaction: A Decade of Research.
    Lipscomb, A. Swanson, J. & West, A. (2010) Emerging Perspectives on Learning, Teaching, and
    Technology, Global Text, Michael Orey. Chapter
    21. https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf (CC
    BY)

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