The teaching strategy known as scaffolding is giving pupils assistance at first and progressively taking it away as they gain knowledge and proficiency. Assisting the pupils in working independently on a task, piece of content, or concept is the aim. The modern teaching strategy where the teacher steadily removes A teaching strategy known as scaffolding learning involves a teacher progressively removing direction and assistance from pupils as they gain knowledge and proficiency. Learning strategies, procedures, and content can all be supported.
The concept of scaffolding learning involves teachers modelling or demonstrating a problem-solving technique before taking a backseat and providing assistance when required. According to the notion, pupils have a higher probability of applying new information on their own when they receive the assistance they require during the learning process.
Let’s Explore Scaffolding Learning Strategies for the Classroom
Scaffolding is the process of dividing up the learning into manageable parts and giving each one a structure or tool. For instance, while scaffolding reading, you might chunk the material and then read and discuss as you go, or you may preview the book and go over important words.
The following are the traits of scaffolding learning:
1) Gradual: The specialist progressively reduces or discontinues their help.
2) Tailored: Each student’s needs are taken into account when providing support.
3) Contextual: It takes into account the needs and strengths of the learner as well as the task requirements, interests, and context.
4) Interactive: It is a process of mutual feedback between a learner with less experience and an expert.
Some of the scaffolding learning tactics are to
1) Convey new ideas using language, actions, and visuals.
2) It promotes involvement and inclusivity.
3) Making use of the students’ past knowledge.
4) Breaking up the lessons into manageable chunks.
5) Excessive use of charts, images, graphic organizers, and other visual aids.
6) Teaching vocabulary in advance
Working with an expert or someone who is more knowledgeable about the subject matter might assist students grasp educational materials using Vygotsky’s scaffolding learning method. By working with an expert or someone who is more knowledgeable about the subject, students can better absorb instructional information using Vgotsky’s scaffolding method. According to the theory, students learn more when they collaborate with individuals who possess a wider range of expertise than when they study the material alone. In order for the pupils to have a deeper comprehension of the subject matter than they would on their own, the teachers or students instructing the students scaffold the topic in smaller chunks.
When other theorists implemented the zone of proximal development (ZPD) hypothesis in the classroom, Vygotsky’s scaffolding got its start. ZPD focuses on what a student can accomplish on their own as opposed to what they can accomplish with assistance. Three concentric circles can be used to represent the ZPD scope. What a pupil can learn on their own is represented by the smallest circle. The abilities a student can perform with an instructor’s assistance are represented by the circle encircling the smaller circle. The skills the student is still unable to perform, even with assistance from others, are indicated by the third and largest circle.
Examining how teachers apply Vygotsky’s scaffolding learning theory
By gradually transferring the focus of learning from the teacher to the student, teachers can employ scaffolding to enhance student learning. This progressive release is a popular scaffolding technique in the classroom where the instructor demonstrates a new idea, allows students to work with the teacher and small groups, and then allows them to work alone. Each step of the gradual release scaffolding learning method is described as follows:
“I do” Explicit Instruction
In this scaffolding learning method, the teacher gives the students direct instruction by outlining the new information during the first phase of gradual release. After that, they demonstrate the proper way to do the task. In the “I do” stage, the student mostly observes the teacher demonstrate the lesson and acts as a passive observer of the learning process. Following instruction and modelling, the instructor can use a fast informal assessment, such the thumbs-up or down method, or write a brief response on the whiteboard to gauge the students’ comprehension of the material. Before proceeding to the second stage of the progressive release scaffolding technique, this enables teachers to rapidly evaluate every student.
‘We do’ practice under guidance and share demonstrations
As teachers get to the second stage, which is often called “we do,” students take greater ownership of their education. The teacher takes greater responsibility for putting what they have just taught the students into practice. This can start with a shared demonstration in which the instructor gives the class another example and asks them to finish the task alongside them. By doing this, kids are working together to finish the example and gradually learning how to eventually complete the task alone.
“We do” can alternatively start with guided practice, in which the instructor gives the class a few practice questions and they work in small groups while the instructor moves about and helps each student one-on-one.
‘You do’ Independent Practice
The scaffolding learning enters the last phase of the gradual release procedure once students have proven they can work in small groups and finish the assignment with minimal assistance from the teacher. Students can finish their assignment on their own in the third stage. This enables the teachers to determine which pupils have grasped the content and which might want additional one-on-one help before proceeding to a new, more difficult idea. An exit ticket, a brief exam on the lesson’s goal, or a request for students to summarize what they have learned are all options available to teachers.
Tips for applying Vygotsky’s Scaffolding learning effectively
When putting Vygotsky’s scaffolding learning model into practice, the following advice may be useful.
- A) Determining the proximal growth zone of the student.
B) Promoting activities in groups
C) Making use of visual aids
D) Inspiring Students to Think Actively
E) Teach vocabulary beforehand
All students, even those who are more advanced and may find the content easier to understand, might benefit from scaffolding learning. Additionally, it can assist struggling students in getting the assistance they require to make learning more accessible.
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