Indeed, in scaffolding, it is important to collect information about our students’ level of competence. To select appropriate tasks, you need to consider curriculum goals and your students’ needs. This can help lower frustration levels and ensure that students remain motivated to do those challenging in scaffolding.īut, how to select appropriate tasks for instructional scaffolding? However, before involving them in such tasks, it was suggested that teachers should begin by introducing students to tasks they can perform with little or no assistance. So, providing the scaffolds is meant to help your students accomplish the tasks, thus getting to that next stage or level. This means that your selection of tasks has to be intentional, targetting a specific learning goal that a student is not yet able to attain. In scaffolding instruction, students are asked to do tasks beyond the level of what they can do alone. Here are 4 main features which clarify the process of scaffolding in education. So, scaffolding is all about supporting students’ development by creating conditions where meaningful learning is fostered.īut, what distinguishes scaffolding from other forms of instructional support? This strategy aims to facilitate a student’s ability to build on prior knowledge and internalize new information. Scaffolding, a teaching strategy which originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD): that area between what a learner can do independently and what can be accomplished with the instructional support.
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