Theory of Scaffolding

Theory of Scaffolding

Theory of Scaffolding Literature around Scaffolding: There have been several discussions around scaffolding, in an attempt to define what it means for education. At the early stages of the theory of scaffolding, Wood, Bruner, and Ross (1976) explain the importance of the interactive, instructional relationship that tutors/teachershave in a learner’s development, supporting that the attendance of others is significant for scaffolding skills acquisition and problem solving.

They also emphasize on the importance for realizing the value of a solution to generate the equence of steps that will lead to the solution of the problem, without scaffolding by an adult. As argued, this realization will result in effective feedback, as the learner will be able to value every step towards the solution, and therefore, in order for scaffolding to be effective the learner needs to generate solutions to the problem that are identifiable to them (Wood, Bruner, and Ross, 1976). However, in this scaffolding process, the tutor does not necessarily need to be a human; it can be a virtual, non- player character (NPC) as well.

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In this project, the scaffolding process takes place in the virtual environment of Quest Atlantis, where learners embark on a mission to resolve a problem, part of which requires the decryption of Mayan signs, and interpretation of them in English. The facilitators in this case are the NPCs that learners/players come across during their mission. A rich experience is what a leaner needs to develop to a knowledgeable individual, and the impact of the surrounding environment and the scaffolds in it are important for learning.

Wgotsky (1978) has proposed that the learner needs to be scaffolded in rder to acquire all the skills that would have been difficult to acquire independently. The Wgotskian theoretical perspective holds that learners, and especially children can perform more challenging tasks when assisted, and that they can reach a high level of development (Zone of Proximal Development). According to Wgotsky, there are two aspects of learning development; the “actual development” and the “potential development” (Ugotsky, 1978).

The Zone of Proximal Development (ZPD) is the “distance between the actual development level, as determined by independent roblem solving and the level of potential development, as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Ugotsky, 1978, p. 86). Further, based on Wgotsky’s theory, the ZPD can also be defined as the area between what the learners can achieve by themselves, and what they can attain with the help of more knowledgeable individuals (Video 1).

Therefore, meaningful learning is being enhanced in the learner’s ZPD, with the use of all the available scaffolds afforded by the surrounding environment. Scaffolds in the case of he virtual geocaching project are considered to be the mission page, NPCs, boxes with information, scrolls with information, translation tool, etc. Zone of Proximal Development and Scaffolding Video 1: A video about the Zone of Proximal Development and Scaffolding, describing Pea, in his commentary paper (2004, p. 31) discussed the role of “fading” in the scaffolding process, characterizing it as “intrinsic” to the scaffolding process. A scaffold used for the learner must be gradually removed during the learning process, until it is completely gone, and when the learner has reached the learning goal Collins, Brown, & Newman, 1989). It is argued that, if the learning help is not being gradually removed, then the process is not called scaffolding anymore, but distributed intelligence, namely, intelligence that is a collective product, and where the individual does not internalize learning (Pea, 2004).

Over time, there have been numerous software tools created to scaffold meaningful learning experiences, in and out of schools. Scaffolding is an inherent characteristic of games, either in virtual or in physical life. In the case of computer games, the scaffolds for performing a task are rovided to the player/learner in the virtual context, enhancing active participation. This project aims at exploring the potentials of scaffolding such rich experiences with the use of virtual tools.

According to the sociocultural theoretical perspective, children must have time to practice roles and behaviors through play. Therefore, it treats the several gaming tasks and virtual tools as scaffolds for learning development. In a similar vein, Wgotsky argued that game play in general can offer scaffolding-rich experiences, as well as opportunities for a player to “act a head above himself” (Ugotsky, 1978, p. 4) extending their abilities in ways that would not be possible without play (Video 2).

Fantasy play and learning- A Wgotskian approach Video 2: A Wgotskian approach to fantasy play and learning. The video provides a definition of scaffolding, describes the Zone of Proximal Development, as well as some practical perspectives on game play. Videogames, expertly craft ways of scaffolding support through what Gee (2003, p. 138) calls the “explicit information on-demand and Just-in-time principle”. Computer games host contexts that frame problems, or aspects of problems and learners ecome engaged in those situations, to form their understanding and contribute to a solution.

In this case, learners use scaffolds in the frames of a situation, in a context (whether it is real or virtual) to make meaning of a situation, transfer learning across multiple gaming situations as well as real-life situations, participate actively to make a change in the context, and ultimately enhance learning effectively (Lave, 1988). In such gaming environments, transformational play unfolds around the notion of reflexive action (Barab et al. , 2009) where player must take the consequences of their ctions and choices in consideration.

However, this consideration takes place in a context where the outcomes of choices do not affect players/learners in any way apart for their game play. Scaffolding Definition as given in a class about “Designing Learning in Context”: explicit and/or implicit knowledge that enables the learner to be able to successfully engage the activity with acceptable results while maintaining the learner’s substantive involvement. (Learner+Scafold+Task=Success). Implicit in the definition is that once the learner acquires the explicit and/or implicit knowledge the scaffold is o longer scaffolding.

If the learner only acquires part of the knowledge associated with the scaffold, but still needs the scaffold in some different form or level, the process of changing the scaffold to the changing learner knowledge level is called fading. Implicit in the definition is that something is scaffolding only when engaged during the activity, not only before or only after. Scaffolding also promotes learning of required and unknown explicit and/or implicit knowledge of some aspect of the activity, but not necessarily learning of all aspects of knowledge related to every caffold at any give time.

If scaffolding is not promoting any learning and still compensating for learner’s lack of explicit and/or implicit knowledge, then it is not scaffolding rather it is a “permanent knowledge crutch. ” A permanent crutch undermines all activity related learning because there is no need to learn because the learner can successfully engage the activity with the permanent crutch. Individual scaffolds can completely compensate for learner’s lack of explicit and/or implicit knowledge, without promoting learning if the explicit and/or implicit nowledge related to other scaffolds are being learned. This is called a “temporary knowledge crutch. A temporary crutch allows the learner the opportunity to learn in other areas of the activity. My approach to scaffolding: In this section I am providing my personal definition of scaffolding, as I perceive it, after intense thinking, and after a lot influence by several theorists that talked about scaffolding. This definition has derived from and matured through my constant online and in-class discussions in the frames of a class on “Designing Learning in Context”: Scaffolding is a process through which an individual/learner moves from the supported to the independent level of learning.

In this process there is an expert source that provides help/support to the learner, while engaging in the process of completing an activity. Throughout the scaffolding process there is also a plan/ strategy followed (scaffolding is intentional, and not a random process) by the expert source, as well as a plan/strategy for gradually removing the scaffold (fading), when the situation affords it. [1] A scaffold is one in the set of scaffolding and compensates for one aspect of a earner’s lack of explicit and/or implicit knowledge that enables the learner to successfully engage the activity with acceptable results. f required and unknown explicit and/or implicit knowledge of some aspect o e TeamView activity, but not necessarily learning of all aspects of knowledge related to ev compensating for learner’s lack of explicit and/or implicit knowledge, then it undermines all activity related learning because there is no need to learn be Individual scaffolds can completely compensate for learner’s lack of explicit a knowledge related to other scaffolds are being learned.

This is called a “tem knowledge crutch. ” A temporary crutch allows the learner the opportunity to In this section I am providing my personal definition of scaffolding, as I percei after intense thinking, and after a lot influence by several theorists that talk scaffolding. This definition has derived from and matured through my consta online and in-class discussions in the frames of a class on “Designing Learni supported to the independent level of learning.

In this process there is an ex source that provides help/support to the learner, while engaging in the proc completing an activity. Throughout the scaffolding process there is also a pla strategy followed (scaffolding is intentional, and not a random process) by th noAK_noqep Pa3pe naponb HeKOH- @ 3any npVlE ngu Ox ‘???1Aap substantive involvement. (Learner+Scafold+Tasesuccess). Implicit in the definition is during the activity, not only before or only after.

Scaffolding also promotes lea of required and unknown explicit and/or implicit knowledge of some aspect e TeamViev activity, but not necessarily learning of all aspects of knowledge related to e compensating for learner’s lack of explicit and/or implicit knowledge, then it i ndermines all activity related learning because there is no need to learn b Individual scaffolds can completely compensate for learner’s lack of explicit implicit knowledge, without promoting learning if the explicit and/or implici knowledge related to other scaffolds are being learned.

This is called a “te knowledge crutch. ” A temporary crutch allows the learner the opportunity t In this section I am providing my personal definition of scaffolding, as I per after intense thinking, and after a lot influence by several theorists that tal scaffolding. This definition has derived from and matured through my cons nline and in-class discussions in the frames of a class on “Designing Learn Scaffolding is a process through which an individual/learner moves from th supported to the independent level of learning.

In this process there is an e source that provides help/support to the learner, while engaging in the pro completing an activity. Throughout the scaffolding process there is also a pl Scenario Figure 1. Barn and Silos Third grade students in Mrs. Maddox’s class have been studying about different types of communities for the past two weeks. Throughout this study, students have ocused on distinguishing between rural, urban and suburban communities. Living in a rural community, students are familiar with large expanses of land, farms, considerable distances between houses, and lack of malls, skyscrapers and entertainment venues.

In contrast with that, the students took a field trip to downtown Atlanta to experience tall buildings, public transportation, commuters, super highways, extensive shopping, sports arenas and fine arts venues. Through this trip, they came to have a better understanding of an urban community. Between the school and downtown Atlanta, students were exposed to suburban communities s the bus took them through a neighborhood and a community outside the perimeter. Students experienced rows of houses, commuters, strip malls, eating establishments, churches and parks.

The students were better able to apply the knowledge of their classroom activities to the field trip and could easily determine the differences between each type of community. Figure 2. City and Tall Buildings As a culminating activity for this study on types of communities, the students are going to prepare some type of individually selected project demonstrating their knowledge of urban, suburban and rural communities. Mrs. Maddox makes suggestions as to the types of projects students might consider. Some choose to write and illustrate a book, others write and perform a play, and still others film a video each community.

Patrick, the computer whiz of the class, decides to prepare a PowerPoint presentation which will incorporate digital pictures taken on the field trip and of the rural areas surrounding the school community. He has successfully written the text for his slides but has been unable to insert the digital pictures from his disk. Mrs. Maddox notices that Patrick is experiencing frustration with his inability o insert the pictures. She approaches to offer help, not to complete the task for Patrick, but rather to provide support and to help him achieve his objective on his Figure 3. Computer Mrs.

Maddox thinks aloud as she offers help: “Let’s see. I want to insert a picture into the slide from the disk. I need to go to the toolbar at the top and select ‘insert’ since that’s what I want to do. And since it’s a picture that I want to insert, I’ll select ‘picture’. Now I have to tell the computer where to find the picture I want. Since the picture is on a disk, I’ll select from file’. Then I’ll click ‘insert’ and viola My picture is there. Now all I have to do is save it”. As Mrs. Maddox talks through the steps, Patrick carefully follows her prompts and completes each step.

He beams as he sees the selected picture on his slide. Mrs. Maddox then teaches Patrick a chant she has composed that will assist him with the steps: “In-sert a picture from a file; locate the file and se-lect the pic; click to in-sert and save it, quick! ” She watches as Patrick goes through the steps, questioning him with leading questions when he hesitates, and listens while he quietly says the chant to himself to perform the task. Again, he beams with excitement as the slide displays the selected picture. Mrs. Maddox moves away from the computer and allows Patrick to insert the next picture on his own.

Seeing that he is successful, she moves on to assist another student. Later, when another student, Melissa, needs assistance with inserting a picture to a PowerPoint slide, Mrs. Maddox asks Patrick to be a peer tutor to her. He further expands his learning by explaining the steps to Melissa and by teaching her the same chant he used to complete the steps to insert a picture in the PowerPoint slide. Through her support and facilitation, Mrs. Maddox helped Patrick master a skill and achieve independence through carefully designed instruction called scaffolding.

This process of scaffolding is much like the traditional definition of scaffolding as a temporary support system used until the task is complete and the building stands without support. Such is the concept of scaffolding. Immediate support is given to students in order to help them achieve skill or task independence. This assistance is a temporary framework provided by the teacher or a more knowledgeable person to ssist students in performing a task they otherwise cannot accomplish without assistance.

Support is provided to the learner and then gradually removed so that the student can become a self-regulated, independent learner. “Although the teacher assumes much of the control during scaffolded instruction, the ultimate goal of instruction is covert, independent self-regulatory learning” (Ellis et al. 1994). Caption: In this animation, each box represents scaffolding provided by the teacher, and with each activity the level of learning goes up. The first box represents verbalizing

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