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Instructional scaffolding
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.[page needed] This learning process promotes a deeper level of learning than many other common teaching strategies.[citation needed]
Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching.
These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions.
There are three essential features of scaffolding that facilitate learning.
The support and guidance provided to the learner are compared to the scaffolds in building construction where the scaffolds provide both "adjustable and temporal" support to the building under construction. The support and guidance provided to learners facilitate internalization of the knowledge needed to complete the task. This support is weaned gradually until the learner is independent.
For scaffolding to be effective teachers need to pay attention to the following:
Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with informal instructional formats within which their learning is facilitated. A scaffolding format investigated by Bruner and his postdoctoral student Anat Ninio, whose scaffolding processes are described in detail, is joint picture-book reading. By contrast, bed-time stories and read-alouds are examples of book-centered parenting events without scaffolding interaction. Scaffolding is inspired by Lev Vygotsky's concept of an expert assisting a novice, or an apprentice. Scaffolding is changing the level of support to suit the cognitive potential of the child. Over the course of a teaching session, one can adjust the amount of guidance to fit the child's potential level of performance. More support is offered when a child is having difficulty with a particular task and, over time, less support is provided as the child makes gains on the task. Ideally, scaffolding works to maintain the child's potential level of development in the zone of proximal development (ZPD). An essential element to the ZPD and scaffolding is the acquisition of language. According to Vygotsky, language (and in particular, speech) is fundamental to children's cognitive growth because language provides purpose and intention so that behaviors can be better understood. Through the use of speech, children are able to communicate to and learn from others through dialogue, which is an important tool in the ZPD. In a dialogue, a child's unsystematic, disorganized, and spontaneous concepts are met with the more systematic, logical and rational concepts of the skilled helper. Empirical research suggests that the benefits of scaffolding are not only useful during a task, but can extend beyond the immediate situation in order to influence future cognitive development. For instance, a recent study recorded verbal scaffolding between mothers and their 3- and 4-year-old children as they played together. Then, when the children were six years old, they underwent several measures of executive function, such as working memory and goal-directed play. The study found that the children's working memory and language skills at six years of age were related to the amount of verbal scaffolding provided by mothers at age three. In particular, scaffolding was most effective when mothers provided explicit conceptual links during play. Therefore, the results of this study not only suggest that verbal scaffolding aids children's cognitive development, but that the quality of the scaffolding is also important for learning and development.
A construct that is critical for scaffolding instruction is Vygotsky's concept of the zone of proximal development (ZPD). The zone of proximal development is the field between what a learner can do on their own (expert stage) and the most that can be achieved with the support of a knowledgeable peer or instructor (pedagogical stage).[page needed] Vygotsky was convinced that a child could be taught any subject efficiently using scaffolding practices by implementing the scaffolds through the zone of proximal development. Students are escorted and monitored through learning activities that function as interactive conduits to get them to the next stage. Thus the learner obtains or raises[clarify] new understandings by building on their prior knowledge through the support delivered by more capable individuals. Several peer-reviewed studies have shown that when there is a deficiency in guided learning experiences and social interaction, learning and development are obstructed. Moreover, several things influence the ZPD of students, ranging from the collaboration of peers to technology available in the classroom.
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Instructional scaffolding
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.[page needed] This learning process promotes a deeper level of learning than many other common teaching strategies.[citation needed]
Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching.
These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions.
There are three essential features of scaffolding that facilitate learning.
The support and guidance provided to the learner are compared to the scaffolds in building construction where the scaffolds provide both "adjustable and temporal" support to the building under construction. The support and guidance provided to learners facilitate internalization of the knowledge needed to complete the task. This support is weaned gradually until the learner is independent.
For scaffolding to be effective teachers need to pay attention to the following:
Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with informal instructional formats within which their learning is facilitated. A scaffolding format investigated by Bruner and his postdoctoral student Anat Ninio, whose scaffolding processes are described in detail, is joint picture-book reading. By contrast, bed-time stories and read-alouds are examples of book-centered parenting events without scaffolding interaction. Scaffolding is inspired by Lev Vygotsky's concept of an expert assisting a novice, or an apprentice. Scaffolding is changing the level of support to suit the cognitive potential of the child. Over the course of a teaching session, one can adjust the amount of guidance to fit the child's potential level of performance. More support is offered when a child is having difficulty with a particular task and, over time, less support is provided as the child makes gains on the task. Ideally, scaffolding works to maintain the child's potential level of development in the zone of proximal development (ZPD). An essential element to the ZPD and scaffolding is the acquisition of language. According to Vygotsky, language (and in particular, speech) is fundamental to children's cognitive growth because language provides purpose and intention so that behaviors can be better understood. Through the use of speech, children are able to communicate to and learn from others through dialogue, which is an important tool in the ZPD. In a dialogue, a child's unsystematic, disorganized, and spontaneous concepts are met with the more systematic, logical and rational concepts of the skilled helper. Empirical research suggests that the benefits of scaffolding are not only useful during a task, but can extend beyond the immediate situation in order to influence future cognitive development. For instance, a recent study recorded verbal scaffolding between mothers and their 3- and 4-year-old children as they played together. Then, when the children were six years old, they underwent several measures of executive function, such as working memory and goal-directed play. The study found that the children's working memory and language skills at six years of age were related to the amount of verbal scaffolding provided by mothers at age three. In particular, scaffolding was most effective when mothers provided explicit conceptual links during play. Therefore, the results of this study not only suggest that verbal scaffolding aids children's cognitive development, but that the quality of the scaffolding is also important for learning and development.
A construct that is critical for scaffolding instruction is Vygotsky's concept of the zone of proximal development (ZPD). The zone of proximal development is the field between what a learner can do on their own (expert stage) and the most that can be achieved with the support of a knowledgeable peer or instructor (pedagogical stage).[page needed] Vygotsky was convinced that a child could be taught any subject efficiently using scaffolding practices by implementing the scaffolds through the zone of proximal development. Students are escorted and monitored through learning activities that function as interactive conduits to get them to the next stage. Thus the learner obtains or raises[clarify] new understandings by building on their prior knowledge through the support delivered by more capable individuals. Several peer-reviewed studies have shown that when there is a deficiency in guided learning experiences and social interaction, learning and development are obstructed. Moreover, several things influence the ZPD of students, ranging from the collaboration of peers to technology available in the classroom.