DescriptionScaffolding is derived from a construction metaphor talking about the scaffolding used to build something and then once that building has been completed, it is then removed. This gives you an idea as to what Vygotsky means by scaffolding. It is when students rely on their teachers when learning something new. As the student begins to master the content, the teacher then slowly decreases their level of dependence for that child until the student is independently able to fulfill the task. This is helpful for ELL students since they are given that time and repetition to work on what is being learned making it easier for them to learn to concept.
Video: The reason I chose this video is that it provides you with important information based upon scaffolding. It helps you as a teacher understand what scaffolding is and what it looks like in the classroom. Picture: For both of the following examples on the right I chose teachers working in a small group with their students on literacy. The reason I chose these pictures are to demonstrate scaffolding. The teacher is using scaffolding instruction as she works on literacy with the students. For the picture located on the top, the teacher has reached a point of scaffolding where the students are becoming more independent. As you can see in the picture the students have their own books and look as if they understand the routine that is taking place for this small group literacy. The second picture the students rely on the teacher more than that of the first picture. You can see the students gathered around the teacher as she demonstrates what is to take place with the students readings. |
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Content AreasScaffolding can take place in any content area being taught. The following are three examples as to what scaffolding would look like in the classroom:
1. Science: This strategy can take place during a lab. The student may have never participated in a lab before so the teacher begins by talking about the lab, then going over the lab as a class, then having the students try the lab out on their own, until all students are able to do this independently. This may take multiple lab days for the students to accomplish the routine that takes place in a lab. 2. Reading: At the beginning of the school year the teacher demonstrates to their students how to do a new reading strategy. The students learn the concept of reading through their stories and thinking/asking themselves questions throughout the story. In order to know whether or not the students will master this strategy, the teacher demonstrates throughout the beginning of the year. One day the teacher shows to the students what it would look like by reading the book and think aloud so the students can see. Then the teacher will do a think aloud and write down different questions or thoughts that they thought while they were reading. Then the teacher will have the students all have the same book, read it aloud, and have the students write down different thoughts as a class. After that the teacher will have the students attempt to do the strategy on their own with their own books. Once the students have mastered this strategy they will begin to do it independently for all of their books they are reading. 3. Mathematics: At the beginning of a unit the teacher is teaching students how to add and subtract. The teacher begins by explaining the whole process of adding and subtracting to their students. Then the teacher demonstrates what it looks like with multiple questions. Then the students work through a question as a class. Then the students work with a partner to solve addition and subtraction problems. Lastly the students work independently on their own solving addition and subtraction problems. 4. Writing: The students are learning how to write a letter. The teacher begins by activating the students' prior knowledge and what they know about letters. Then the teacher provides more knowledge on letters to the students. The teacher provides the students with a letter that they read as a class. Then they talk about the setup of a letter and what it looks like. Next the teacher writes a letter demonstrating what the process would look like. Then the class works together with the teacher to practice writing a letter. After that the students work in small groups to work on writing a letter. Lastly, the students write a letter on their own to someone close to them. Once they have mastered this concept the students then are given larger tasks of writing letters. . |
References1. B, R. Scaffolding. (2010, April 26). Retrieved September 28, 2015, from https://www.youtube.com/watch?v=12TcwDSrdnM
2. Wright, W. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. (2nd ed., Caslon Publishing., p. 57). Philadelphia. |