
	Where results make sense

Topic: Instructional Scaffolding

Related Topics

Stephen Krashen

Learning theory (education)

Jim Cummins

Teaching method

Taxonomy of education objectives

Lev Vygotsky

Zone of proximal development

SDAIE

Vygotsky

Jerome Bruner

Benjamin Bloom

Cognitive psychology

Education

Theory of cognitive development

	blog of proximal development » Blog Archive » Instructional Scaffolding
		Two approaches proved to be quite effective: instructional scaffolding and the related concept of instructional conversations, often defined as “a dialogue between teacher and learners in which the teacher listens carefully to grasp the students’ communicative intent, and tailors the dialogue to meet the emerging understanding of the learners” (Tharp & Gallimore, 1991).
		Langer argues that in order to use instructional scaffolding teachers need to ensure that the students have ownership of the learning event: “the instructional task must permit students to make their own contribution to the activity as it evolves, thus allowing them to have a sense of ownership for their work” (Langer, 1984, p.123).
		The instructional conversations that we engage in with our students (or interactions that the students have with their peers) are likely to be internalized so that the next time our students face a similar problem they will no longer need support.
	www.teachandlearn.ca /blog/2007/07/30/instructional-scaffolding (2354 words)

	Scaffolding Website
		Scaffolding in construction is a means to an end; as soon as it’s no longer needed, it disappears.
		Scaffolds provide workers with both a place to work and the means to reach work areas that they could not access on their own.
		Instructional scaffolding is a teaching strategy that was cleverly named for the practical resemblance it bears to the physical scaffolds used on construction sites.
	condor.admin.ccny.cuny.edu /~group4 (757 words)

	Scaffolding - Emerging Perspectives on Learning, Teaching and Technology
		Internalization: External scaffolding for the activity is gradually withdrawn as the patterns are internalized by the students (p.
		Scaffolding would then fade as the participants began to extend the creation of the dance with sequences of their own.
		The trainer is able to scaffold each individual at their point of need based on his own observations as well as the information provided to him by the mentors.
	projects.coe.uga.edu /epltt/index.php?title=Scaffolding (6445 words)

	MyRead – Scaffolding Learning
		The scaffold is the environment the teacher creates, the instructional support, and the processes and language that are lent to the student in the context of approaching a task and developing the abilities to meet it.
		Scaffolding must begin from what is near to the student's experience and build to what is further from their experience.
		The community of learners instructional model supersedes the pendulum entirely: it is not a compromise or a ‘balance’ of the adult-run and children-run models.
	www.myread.org /scaffolding.htm (3558 words)

	Scaffolding - Ebook (Site not responding. Last check: )
		Scaffolding should be removed gradually and then removed completely when mastery of the task is demonstrated.
		If software with built in scaffolds is not available, then the instructor could provide a similar environment by having an open classroom in which the students are provided with the expectations and a timeline at the onset.
		The beauty of this type of scaffolding at a conference is that everyone would have the opportunity to either provide scaffolding or to be the recipient of the scaffolding.
	www.coe.uga.edu /epltt/scaffolding.htm (6314 words)

	ASU School of Education - Dr. Beth McCulloch Vinson - "VINSON FISHES WITH VYGOTSKY"
		Scaffolds can be words that a tutor uses to explain concepts that are unclear in a passage that the child is reading.
		Scaffolds can also be drawings that a tutor uses to show relationships between things that are being studied.
		A scaffold is anything that a teacher or more capable peer provides that enables the student to perform a skill or master a concept.
	www.athens.edu /vinsobm/research_6.html (1414 words)

	Using Scaffolded Instruction To Optimize Learning
		The concept of scaffolding (Bruner, 1975) is based on the work of Vygotsky, who proposed that with an adult's assistance, children could accomplish tasks that they ordinarily could not perform independently.
		Then some of the scaffolding or support would be removed when the adult placed the child on the lower portion of the slide and allowed him or her to slide with little guidance.
		Scaffolding should be removed gradually as students begin to demonstrate mastery and then no longer provided when students can perform the task independently.
	www.vtaide.com /png/ERIC/Scaffolding.htm (1505 words)

	Equipped for the Future - Teaching & Learning Toolkit
		The supports we use to help students access material or engage in a learning activity are called “scaffolds” or "scaffolding." Scaffolding is the support we provide a student who isn't quite ready to accomplish a task independently.
		Scaffolding as a teaching strategy originates in Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD).
		There are five different instructional scaffolding techniques: modeling of desired behaviors, offering explanations, inviting student participation, verifying and clarifying student understandings, and inviting students to contribute clues (Hogan and Pressley, 1997, pp.
	eff.cls.utk.edu /toolkit/support_scaffolding.htm (546 words)

	CEC \| Accommodations and Modifications
		Instructional adaptations may involve changing the content of the materials or changing the format of the materials.
		For students with mild cognitive disabilities, most adaptations should be a bridge to skill development, not a substitute for instruction in the skills and strategies that students will need to become independent learners.
		However, there may be cases in which short-term adaptations become permanent adaptations."
	www.cec.sped.org /AM/Template.cfm?Section=Accommodations_and_Modifications&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4693 (232 words)

	Hotmath Whitepaper
		The challenge is to create instruction that is effective to the challenged students.
		Hotmath's instructional approach helps to make science accessible by presenting relevant problems to students to promote integration of the ideas obtained while learning how to solve these problems with the students' existing knowledge and ideas.
		The goal is to provide instruction that reduces cognitive load and results in knowledge that is integrated with students' existing ideas such that it can be more effectively used in a wide range of contexts.
	www.hotmath.com /pressroom/hm-oliver.html (1241 words)

	E-Learning Queen
		According to this article's author, the problem with traditional safety instruction is that it tends to be inadequate because it does not address alternatives to the "canned" answers nor does it discuss multiple solutions or approaches to problems.
		The gamers, who were born after the 1980s, and who grew up playing the multiplayer, three dimensional, collaborative, on-demand role-playing games that gained popularity in the 1990s, are not likely to succeed in elearning courses that simply translate a traditional classroom approach to the learning management system.
		Instructional events and activities studied included learning kits, demonstration labs (especially if / when too dangerous), field trips, and residential and summer schools.
	elearnqueen.blogspot.com (5760 words)

	Useful Instructional Strategies
		This concept is based on the idea that at the beginning of learning, students need a great deal of support; gradually, this support is taken away to allow students to try their independence.
		By changing the modes of reading used for different students, we are able to scaffold instruction and provide different levels of support for students in order to make them successful in reading a piece of literature (Cooper, 1993; Cullinan, 1992; Tunnell and Jacobs, 1989).
		A thematic organization in which themes are carefully developed with related pieces of literature also supports the activation and development of prior knowledge; by reading several related selections, students build on their prior knowledge from previous selections as they read the next selection.
	www.eduplace.com /rdg/res/literacy/lit_ins4.html (696 words)

	Literacy - Scaffolding: A Powerful Tool in Social Constructivist Classrooms
		Scaffolding characterizes the social interaction that occurs among students and teachers that precedes internalization of the knowledge, skills and dispositions deemed valuable and useful for the learners.
		Scaffolding is described by Wood, Bruner, and Ross (1976) as "...controlling those elements of the task that are initially beyond the learners capability thus permitting him to concentrate upon and complete only those elements that are within his range of competence" (p 9).
		Scaffolding was provided and reduced as students gained control and became responsible for learning valuable and useful knowledge, skills and dispositions.
	ed-web3.educ.msu.edu /literacy/papers/paperlr2.htm (9237 words)

	AJET 18(3) Love (2002) - scaffolding as a metaphor in content and multimedia architecture - CD - Literacy and Teaching
		Scaffolding is help that will enable a learner to accomplish a task, skill or understanding which they would not quite have been able to manage on their own.
		Scaffolding is intended to bring learners closer to a state of competence which will enable them eventually to complete the task on their own.
		Because the principle of scaffolding underpinning the pedagogical content of BUILT is theoretically rigorous and applicable to all educational sectors, the five stages of the learning/teaching cycle described earlier as an important scaffolding device could be built into the design of the CD-ROM.
	www.ascilite.org.au /ajet/ajet18/love.html (5437 words)

	Sample Lesson Plans - EDIT 6400
		The goal of scaffolding is gradual mastery of a task by providing a student with only as much assistance as he or she needs at any given moment.
		Anyone who is providing scaffolding should help the student whenever they encounter a difficulty, but should constantly try to eliminate the need for assistance and let the student complete the task on their own.
		Instruction in the scaffolding process should be structured around an expert's way of completing the task.
	www.gc.peachnet.edu /library/LessonPlans/LessonPlanCA_ScaffoldingCPasley.htm (2645 words)

	Technology Training of Teachers using Scaffolding - Education - Thesis Abstract \| Dissertation Thesis
		It is crucial for teachers to receive instruction to integrate their current teaching methods with technology-enhanced teaching methods.
		Many teachers will need particular help learning instructional technology even though they may be experts in their discipline.
		In order for instructional technology to be truly integrated into the curriculum it must be used at a higher level than just record keeping or passive presentations.
	www.thesisabstracts.com /articles/publish/abstract_40.shtml (294 words)

	LLT Vol9Num1:TRIADIC SCAFFOLDS: TOOLS FOR TEACHING ENGLISH LANGUAGE LEARNERS WITH COMPUTERS
		This type of scaffolding -- scaffolding that is particular to second language and literacy instructional activity -- has characteristics that mark it as unique from the traditional sense of the term.
		Scaffolding in the Wood, Bruner, and Ross (1976) sense describes verbal moves on the part of an instructor that, while initially controlled by her, gradually guides responsibility over to the learner.
		M's ELLs, these instructional sequences are just the beginning of their guided immersion into the world of the cognitive academic language they must master to participate in the mainstream, a process that risks derailing if the foundational language of doing school is not first mastered and used to access institutional streams of meaning.
	llt.msu.edu /vol9num1/meskill/default.html (6211 words)

	Partnership for Literacy
		Our approach to this problem builds on the work of instructional researchers who during the 1970s, 1980s and 1990s began to identify and refine the notion of "scaffolding" (Bruner, 1978; Cazden, 1979) that is supportive to language and literacy learning.
		Research on instructional scaffolding has helped to elucidate the various mechanisms through which individuals gain access to the store of cultural knowledge through the social process of interaction and, during the process of engaging in activities within the field, make that knowledge and those enabling skills their own (Vygotsky, 1962, 1986).
		In completing tasks that are appropriately scaffolded (through carefully constructed materials and activities as well as through interactions with teachers and peers), the needed knowledge, skills and strategies are eventually internalized in useful ways, providing students with the resources to eventually take on similar and even more difficult tasks on their own.
	cela.albany.edu /research/partnerB5.htm (829 words)

	Instructional Philosophy (Site not responding. Last check: )
		Instructional scaffolds must be designed to bridge the gap between what learners know and what they can do and the goal or skill they are attempting to achieve.
		Instructional scaffolds can be designed to teach students a variety of processes and skills, such as how to identify main ideas and supporting details, ask questions, cooperate in groups, predict, infer, summarize, do research, solve problems and so on.
		In order to build appropriate instructional scaffolds for students, educators must acknowledge that students learn at different rates, that they differ in their ability to think abstractly or understand complex ideas, and that they have different learning styles and strengths.
	sesd.sk.ca /psychology/Psych20/instructional_philosophy.htm (3788 words)

	¡Colorin Colorado! Got questions? Teaching ESL-ESOL-ELL-EFL - English as a Second Language Reading Acquisition ... (Site not responding. Last check: )
		Instructional scaffolding is a method in which the teacher provides adequate support to allow a student to work just beyond his/her level of full competence in what Vygotsky termed the "zone of proximal development" (Vygotsky, 1978).
		The benefits of using instructional scaffolding to the learner are numerous.
		The goal of the educator when using the scaffolding teaching strategy is for the student to become an independent and self-regulating learner and problem solver (Hartman, 2002).
	www.colorincolorado.org /beyondclass/faq_apr06.php (554 words)

	Instructional Philosophy and Strategies
		Language instruction needs to be incorporated into all school subjects, and should focus on the particular language demands of each subject in terms of teacher talk, language of resource materials and the specialized vocabulary and structured form of expression unique to that subject.
		Instructional scaffolds can be designed to teach students how to identify main ideas and supporting details, ask questions, cooperate in groups, predict, infer, summarize, do research, solve problems and so on.
		Teachers may find instructional planning for a multi-grade classroom takes more time, and that they need to be flexible in their planning, instruction and assessment in order to meet students' diverse learning styles, abilities and needs.
	www.sasked.gov.sk.ca /docs/midlsoc/gr8/philos8.html (5927 words)

	EDUC5910iep22 Planning instructional lessons
		Instruction is that set of events which is externally imposed which is designed to facilitate or support the internal process of learning.
		To do this the teacher must provide instructional materials or practices which elicit the old material from the students or provide practices which create advanced organizers for the students which include the old material to which the new is to be tied.
		In designing instruction, teachers should increase the difficulty level of material slowly and check with the students to insure that the teachers' perception of difficulty and complexity is the same as the students.
	home.okstate.edu /homepages.nsf/toc/EDUC5910iep22 (12588 words)

	VocabImp
		Instructional procedures to teach word meanings should be consonant with goals for depth of word knowledge.
		The main idea behind mediated scaffolding is to (a) provide as many strategic steps as necessary for the student to learn a word's meaning, and to (b) systematically remove the support or scaffolding as the student's knowledge develops.
		Considerable scaffolding may be required for students to "write" about stories that have been read to them or that they make up on their own, but most students steadily improve in the degree of independence they assume in this activity as well.
	idea.uoregon.edu /~ncite/documents/techrep/tech14.html (6749 words)

	Sloan-C - Publications - Journal: JALN - Vol8:4
		Scaffolded Learning refers to various forms of support or assistance provided to learners that enable them to complete a task or to solve a problem that would not have been possible without such support.
		One of the traditional methods of scaffolding learning in general, and assignment performance, in particular, is through “expert examples,” sometimes referred to as “worked examples.” These are instructional devices that provide an expert’s problem solution for a learner to study.
		The instructional purpose of the open submission regime was to provide a large, yet manageable, example space that catered to students’ different needs for examples, to enable critical self and peer-evaluation, to encourage effort, and to promote a sense of community.
	www.sloan-c.org /publications/jaln/v8n4/v8n4_ronen.asp (9236 words)

	Scaffolding (Site not responding. Last check: )
		Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.
		Another scaffolding strategy is for the teacher to model the appropriate thinking or working skills in the classroom.
		metacognition in problem solving that are similar to a scaffolding approach.
	www.ncrel.org /sdrs/areas/issues/students/learning/lr1scaf.htm (271 words)

	MCMPOP
		Because instruction is given until students can execute the strategy proficiently, there is a great deal of responsibility on the teacher to monitor student progress, diagnose student difficulties, and adjust instruction accordingly.
		The concept of instructional scaffolding is rooted in the work of Soviet psychologist Lev Semenovich Vygotsky (1896-1934) who argued that higher mental functions, such as thinking and memory, have their origins in social interactions, rather than physiological or cognitive developments within the individual (Rogoff and Wertsch, 1984).
		By providing scaffolds, such as the template shown above, a learnerís confidence in her ability to organize and elaborate on "found" data will likely be increased, thereby increasing the chance that sheíll apply these cognitive strategies in the future.
	coe.sdsu.edu /EDTEC640/POPsamples/mmeyer/mmeyer.htm (2661 words)

	Reading Online - Articles: Exploring an Approach to Online Instruction
		Instructional support with regard to the content of the course (linking literacy assessment and instruction for struggling readers) was evident in the course design through the framework of the course modules and the materials and links posted on the course website.
		Scaffolding occurs through social interaction that enables an individual to accomplish tasks or reach understandings at a higher level of development than he or she would have been capable of reaching independently (Vygotsky, 1978).
		Permanent scaffolding structures in conventional classrooms may consist of the literacy cycles that instructors have in place (Roehler and Cantlon, 1997), the consistent structures instructors use as they converse with students in a workshop setting (Graves; Many, 2002), or integrated approaches used to structure a school’s literacy curriculum (Many).
	www.readingonline.org /articles/many (10121 words)

Try your search on: Qwika (all wikis)