...Teaching 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...
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...biologically. Another influential 19th-century physician was Amariah Brigham, who believed that “cultivating intellectual faculties of children before they are six or seven” would prove devastating effects for the child (McGill-Franzen, 1992, p. 57). Other doctors of the same mind believed that more than an hour of schooling for those under the age of 8 could lead to “imbecility or premature old age” (p. 57). If this belief were commonplace in today’s society, it would mean the child would be in a state of peril. Enter Vygotskian psychologists who, like developmentalists, believe that instruction can be implemented prior to development. This way of thinking lends itself to the belief that “by talking with grownups and capable peers as...
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...This week all the readings were about providing support for students, without telling them the answer. Scaffolding is a very interesting concept because it has to take into account each student’s individual skill set and push to the appropriate degree. Throughout my elementary, middle and high school life, I felt like my parents provided the greatest amount of scaffolding. They pushed me, when I needed to be pushed. The most important thing my parents did was learn along with me. Reiser and Tabak discuss how work needs to be shared between the learner and the more knowledgeable tutor. I related with their thoughts because if my parents did not guide me and learned to help me, then I would not be where I am today. Now that we have a greater...
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...November 5, 2012 Lesson Plan Modifications for English Language Learners In schools today there are many different cultures that are present within each classroom and some of those cultures have different values and speak a different language 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...
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...verbal cues with 80% accuracy in a 30 minute session, measured by observation and data collection. Activity #1: While playing with building blocks (activity), the clinician will tell Billy that they will be building a tower with the blocks (scaffolding), and model (strategy) to Billy by saying, “I will add a block, and then it’s your turn!” Each time a turn is properly taken, a recking ball is moved one step away from the tower, and the recking ball is moved closer to the tower each time a turn is skipped. The clinician will ask, “what do you think will happen if the recking ball gets too close?” (open questions) each time a turn is skipped. Billy needs to use proper turn-taking to successfully stack 8 out of 10 blocks in order...
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...objects, organisms, and events in the environment.” (See M02-S2C1-01) (Arizona Dept. of Education, 2013) | PO 2. “Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle)” (Arizona Dept. of Education, 2013). | Key VocabularyLarva CaterpillarEgg ChrysalisPupa CycleButterfly live | Supplementary Materials * Butterfly Life Cycle poster * Book: “I am a Butterfly” by Stephen Swinburne * Printed butterfly work sheets * Power-point on butterfly life cycle * Paper * Pencil * Construction paper * The Children’s Butterfly Site * http://www.kidsbutterfly.org/faq | “SIOP Features” | “Preparation” | “Scaffolding” | “Grouping Options” | X | Adaptation of Content | | Modeling | X | Whole Class | X | Links to Background | X | Guided practice | X | Small groups | X | Links to Past Learning | | Independent practice | X | Partners | X | Strategies incorporated...
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...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 and explain several standards-based interventions or activities, and describe how I used fundamental theories of ELL instruction that help support my overall thinking. After reading the scenario, I determined that group solutions, paired summarizing, implementing writing...
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...(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 the assembled structures placed adjacent or alongside a building project. They stretch from the building’s foundation at the ground level to the building’s highest floor. Scaffolding as an educational tool utilized in the classroom draws its name due to similarities of intended purpose, except...
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...drawing upon informal knowledge of everyday situations and through dialogue. CGI may be used as an approach to for eg teach Maths with the main focus on the practice of listening to learners mathematical thinking and using it as a basis for instruction Scaffolding - Builds learning bridges Requires the teacher to provide learners with the opportunity to extend their current skils and knowledge The teacher must engage the learners interest, simplify task so that they are manageable and motivate learners to follow the instructional goal The teacher must also look for discrepancies between learners efforts and the solution Scaffolding is a teaching strategy that can be used to help the teacher understand the learners way of thinking. Knowing how a learner thinks gives the teacher an advantage in predicting ho the learner will react to questions in the assessment process. Scaffolding provides a temporary, supportive and adjustable framework for a learner which enables him to participate in a task that is beyond his reach. Learnin happens when scaffolding is used as a process of support and guidance to help learners construct new meaning & knowledge on the basis of existing knowledge. The ultimate aim of scaffolding is to develop specific skills and to achieve a more advanced level of understanding. Language, socioeconomic problems,...
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...for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students from dependent to independent self-directed learners. There are four stages to the TLC and with each stage there are different strategies that the teacher uses to guide the student to being an independent learner and how the teacher is the crucial factor in guiding them in that direction. * According to Derewianka & Jones (2012, pg 45) the first stage ‘building the field’ is a critical stage in grasping the student’s attention to understanding a concept or theory that is about to be learned. The importance of this stage is that the ‘expert other’ referred to, as the teacher has to build students prior knowledge to a topic that is being presented. A student cannot learn and be able to produce ideas if there is no prior knowledge. By slowly building knowledge for the learner and scaffolding their thinking students can slowly understand the concept and elaborate on it through further discussion (Salmon 2007, pg 459). How students build their field of knowledge is through activities that encourage discussion...
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...Finding Flow in the Work Force Monday, November 2, 3-6pm. According to Csikszentmihalyi, flow is the term used to describe the feeling of being completely absorbed in a challenging or personally meaningful activity (Belsky, 2013, p.311). An activity that causes the inner state of flow is not just one that produces the feeling of happiness, but it is an activity that results in feeling challenged and completely engaged. Activities that cause people to enter the inner state of flow both challenge and help expand the existing capacities of an individual. People reach flow while engaging in various different activities depending on the their unique personal interests. Different activities cause people to enter the inner state of flow and feel completely focused, engaged, and as if time is flying by (Belsky, 2013, p.311). According to Csikszentmihalyi’s studies of flow, the amounts of times that people experience flow vary from individual to individual. Some people rarely experience the inner state of flow while others experience it several times a day. Csikszentmihalyi argues that if people only experience flow in less accessible and difficult to reach situations, then the individual will find it difficult to construct a life they feel is satisfying (Belsky, 2013, p.311). A key component in reaching the inner state of flow is being intrinsically motivated when working on the flow inducing activity and not as a means of gaining an extrinsic reward. Another key component in obtaining...
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...years before children enter school. Emergent literacy, much like any other cognitive skill, begins at birth” (Zero to Three, 2014). Because literacy skills begin at birth, it is important that the adults in a child’s life are aware of how they can encourage and further the development of these skills. When working on literacy skills with young children, educators should act as a model, provider and facilitator. It is a common phrase that “children are like sponges,” meaning that children listen and watch everything that we do. What they see and hear from others around them is often portrayed in their play and their vocabulary. For this reason, it is important that teachers model attitudes and behaviors in speaking, listening, writing and reading (Machado, 2015). One way to model literacy with young children is to engage in conversation with them. According to Machado (2015), when adults engage in conversational exchanges with children they provide them with opportunities to draw conclusions, infer cause-and-effect, evaluate consequences, evaluate what is happening and much more. It is easy to respond to children’s comments with “I see” or “Wow, that’s great,” but when adults make these comments it ends the conversation, not encouraging any growth. This is why it is important for teachers to model speech by extending the conversation by providing explanations to the child for further understanding. This type of conversation is called explanatory talk (Machado, 2015). An example of...
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...development appears two times: first, on the shared level and later on the individual level. Co-construction is the social process in which an individual (in this case, child) interacts with another to create an understanding which is then internalized and becomes part of the child’s cognitive development. He argues that social interaction is more than just influence but rather it is the foundation of sophisticated thinking processes. The zone of proximal development is crucial to this theory where the “zone” is the area of study for which the student is cognitively prepared. Yet, he requires help and social interaction to fully develop. For instance, this is seen when a teacher or a more skilled peer is able to provide the learner with scaffolding to support the student’s growing understanding of the material. Anna Iddings, Victoria Risko, and Maria Paula Rampulla do their research on how to properly teach English Language learners. They argue that even monolingual teachers can play a great role in teaching English language learners by providing them with “opportunities to seek their own understandings of the text and to serve as intellectual, linguistic, and social resources for each other” (Iddings, 52). Their main points is...
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...preschool, very well and I do see how it is lnked to development, because of the articles importance of nurture during the childs developement and our childrens learning developments relationship to later choices in life, such as crime, pregnancy, and dropping out. Discussions 1. The position of the article is pretty clear before I even got to the authors name. The Authors choice of words, " high-quality preschool" and "Oklahoma!" just feel so positive to me, almost like an ad to join in. Throughout the paper all I recieved was more postive vibes. He spoke of two account of research, one at the very end of the paper from a team of researchers in Georgetown. This research suggests that the pre-k program leads to better social skills, reading, writing, and self-regualtions. These researchers suggest...
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...RUBRIC TEACHER Self Evaluation of a Lesson | |Highly Effective |Effective |Improvement Needed |Does not meet Standards |Score | | |4 |3 |2 |1 | | |Design of Lesson |The lesson was designed with clear, measurable |The lesson was designed to focus on measurable |The lesson was designed with some consideration|The lesson was aimed primarily at entertaining | | | |goals closely aligned with standards and unit |outcomes aligned with unit goals. |of long-term goals. |students or covering textbook chapters. | | | |outcomes. | | | | | |Use of Higher Order Thinking questions (HOTS) |I included higher order thinking questions...
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