PET session 3 Scaffolding

Daily Review

  • Definition: A strategy used in educational settings to reinforce previous learning and engage students.

    • Involves summarizing key concepts from prior lessons.

    • Encourages retrieval practice and consolidation of knowledge.

  • Impact on Learning:

    • Enhances retention of material through repeated exposure.

    • Increases student confidence in knowledge.

    • Allows for identification of areas needing further instruction.

    • Aids in linking previous knowledge with new concepts.

Scaffolding

  • Definition: Educational support mechanism that helps students bridge gaps in their understanding.

  • Purpose:

    • Provides guidance and structure to facilitate independent learning.

  • Importance:

    • Essential for student development and mastery of skills.

Zone of Proximal Development (ZPD)

Vygotsky's Concept

  • Definition: The range of tasks that a learner can perform with guidance but not yet independently.

  • Key Components:

    • Inability: Tasks that the learner cannot yet perform alone.

    • Ability: Tasks that the learner can complete without assistance.

    • MKO (More Knowledgeable Other): An individual who provides guidance, such as a teacher or peer.

Scaffolding in ZPD

  • Scaffolding: Techniques employed to support learning within the ZPD.

  • Social Interaction: Learning is enhanced through collaboration with others who possess greater skills.

Scaffolding Techniques

Examples

  • Visual Prompts:

    • Mind Maps, Story Mountains, Number Lines, 100 Squares, Bar Models.

  • Written Supports:

    • Word banks, writing frames, sentence starters.

  • Verbal Supports:

    • Strategies such as questioning, re-teaching concepts, and summarizing.

Evidence of Effectiveness

  • Impact of Scaffolding:

    • Systematic reviews indicate scaffolding improves performance, especially for students with learning disabilities.

    • Identifies appropriate scaffolding methods matched to student needs and learning tasks.

  • Adjustments:

    • Teachers are encouraged to evaluate the effectiveness of scaffolding and adjust as necessary.

Considerations and Challenges

  • When to Scaffold:

    • Tailored based on children’s prior knowledge, learning styles, and progression.

  • Criticisms:

    • Potential dependency on scaffolds.

    • Requires time and resources for preparation.

    • Must cater to diverse learner needs effectively.