How Scaffolding Techniques Are Modelling, Giving Advice And Providing Coaching

Scaffolding is “support that enables a child or novice to solve a problem, carry out a task, or achieve a goal that would be beyond his or her unassisted efforts” (2014). Parents, caregivers, and other adults scaffold how to play with a toy, how to get dressed, how to hold a spoon, use a cup, etc. Scaffolding is being done every day unintentionally by anyone who comes in contact with a child. In the Voyager room we see the teacher scaffolding one of the girls when the teacher tells the student to group her animals by size. This was a great way for the student to work on her greatest to least identification skills. Another way a teacher was able to scaffold in the classroom was mediating a fight. A little boy and girl began to fight and so the teacher was able to show them the proper way to talk out a disagreement by walking them through the steps of turn taking when

Scaffolding Conversations. Vygotsky’s zone of proximal development concept is the basis of this intervention. This concept is based on Vygotsky’s theory that learning is relational so in order for children to learn, they need to be able to interact with the new material. This concept can also apply to adults, especially when the task is difficult for them. The therapist will use “scaffolding conversations to move from that which is familiar to that which is novel” (Gehart, 2014, p. 409). There are

This can be linked to Vygotsky’s (1978) (cited in Nevid 2007) theory of Zone of Proximal Development. The Zone of Proximal Development is closely linked to scaffolding. Vygotsky sees the Zone of Proximal Development as the area where the child needs the most guidance. He looks at the interaction of peers as a great way of developing skills. The Zone of Proximal Development provides support for the learner’s development. According to (Nevid 2007) the followers of Vygotsky believe that parents and practitioners should use the skill of scaffolding in order to support children when they are gaining new

scaffolding and the exposure that the children need in order to learn something new. On the other

As an educator, I believe my main job is to make sure that I am teaching/helping my student to the best of my ability. As an educator, one of my jobs is to make sure that I give all of my students the best information and experiences that they need to be successful in school and in life. For this paper I will discuss three theories that I feel is important to use when teaching young children math, reading, science and fine arts. The three theories that I feel best describe and work with my teaching styles is Vygotsky Zone of proximal development, Bronfenbrenner microsystem theory and Piaget preoperational stage theory. Educator should always follow educational theories and philosophies because in order to teach a child correctly we must know and understand how they learn and process information.

By checking students’ self-regulation before to start the use of scaffoldings, we will check how

verbal scaffolding: refers to verbal assistance or support of the teacher such as speaking slowly and clearly, repeating key terms over and over, simplifying academic texts, and etc.

As a 3rd grade educator, I pride myself in incorporating professional principles in to my curriculum. By infusing small groups into my lessons daily, aids in targeting the specific needs of all my students. I have researched two small groups instruction in which I will utilize in my classroom. The small groups’ instructions are quick thinks and cognitive scaffolding. Quick thinks examined by Cooper and Robinson (2014) are types of classroom evaluation in which the instructional and other performance configurations are interposed by inquiries or subjects that oblige students to process data independently or in sets or groups. Cognitive scaffolding conversely, is a type of bolster briefly offered by educators when presenting additional material

Teachers take on the role of learner as well as instructor and are there to guide the discussion towards learning objectives without just forcing their point of view on students. Another very important part from Vygotsky’s work is the concept of a student’s zone of proximal development (ZPD). Vygotsky (as cited by Eggen & Kauchak, 2011) described it as “the distance between the actual development level…and the level of potential development…under adult guidance…or more capable peers” Once a student is within their ZPD, they can vastly benefit from ‘scaffolding’, this is assistance from either the teacher or from peers in a collaborative group to achieve a level that they would be unable to do independently (Eggen & Kauchak, 2011). This scaffolding can take many forms, using prompts and cues, asking pertinent questions, the most important point is not to do the work for the student but to guide in the right direction.

Scaffolding is a big aspect of what is working in our tutoring with Soany. We believe scaffolding has been successful because according to research from the article “Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learning,” scaffolding helps “explain academic tasks clearly and in steps, both orally and in writing for second language students” (Echevarria & Kareva, 2013, p. 241). We have used a similar reading guide throughout the whole learning process that includes both oral and writing scaffolding. We

A hypothetical analysis of the school and the alleged learners will be provided in this part with the aim of contextualizing and justify the upcoming scaffolding activities and teaching approach:

5). The two examples for scaffolding from my child are: teaching a child how to shower by herself and holding bread to apply butter by herself.

Vygotsky’s concept scaffolding involves parents, teachers and/or peers more knowledgeable, providing support to children which then helps them to complete tasks. (Arthur & Beecher & Death & Dockett & Farmer, 2015) This can include giving cues or prompts as to what step they should take next. (Arthur & Beecher & Death & Dockett

In order for the ZPD to be such a success, it must contain two features. The first is called subjectivity. This term describes the process of two individuals begin a task with different understanding and eventually arrive at a shared understanding. The second feature is scaffolding, which refers to a change in the social support over the course of a teaching session. If scaffolding is successful, a child's mastery level of performance can change, which means that it can increase a child's performance on a particular task.

There are eight different features to help teachers improve their instructional practices: lesson preparation, building background knowledge, comprehensible input, strategies, interaction, practice/application, lesson delivery, and assessment. Lesson preparation is the process by which a teacher examines the content and language objectives of their lesson and includes any additional materials that go along with it. Building background knowledge focuses on determining the student’s prior knowledge and experience, helping them to learn key vocabulary for the lesson. Comprehensible input is where the teacher adjusts techniques, such as voice, speech, or modeling activities, so the students can understand. Strategies emphasize scaffolding techniques, as well as the promotion of higher-order skills. Interaction focuses on a teacher’s ability to encourage their students with accomplishing their development in the language and content areas. Practice/application focus on providing students with activities that allow them to practice content and language development. Lesson delivery ensures the teacher presents the lesson along with the planned objectives. Assessment has four key components: key language and content concepts, student learning, and feedback throughout the lesson.