Scaffolding: Difference between revisions

The educational technology and digital learning wiki
Jump to navigation Jump to search
(start)
m (notes)
Line 7: Line 7:


==Definition==
==Definition==
{{quotation| Scaffolding is a critical component in facilitating students’ learning
(see Chi et al., 1994, 2001). Scaffolding involves providing assistance
to students on an as-needed basis, fading the assistance as learner
competence increases (Wood et al., 1976). Scaffolds are tools, strategies,
and guides used by human and computer tutors, teachers, and
animated pedagogical agents during learning to enable them to develop
understandings beyond their immediate grasp (Graesser et al.,
2000; Reiser, 2002).}}
===contingent teaching===
===contingent teaching===


Line 12: Line 20:


==Scaffolding in instructional technologies==
==Scaffolding in instructional technologies==
==Considerations==
{{quotation| Considering and adapting support
to fundamental and often subtle developmental changes in
students’ cognitive, metacognitive, motivational factors, is essential for
increasing potential for students to benefit from scaffolding (Pintrich &
Zusho, 2002).}}
Notes:
{{quotationbox|
(a) What attributes of scaffolding are emphasized?
Scaffolding may support a range of instructional
targets including: (a) learning domain knowledge (e.g., concepts,
procedures, etc), (b) learning about one’s own learning (e.g.,
metacognition, self-regulated learning), (c) learning about using the
computer-based learning environment (e.g., procedures, embedded
tools, functionality, etc), and (d) learning how to adapt to a particular
instructional context (e.g., engaging in adaptive help-seeking
behavior, modifying contextual features to facilitate learning, etc.).
b) What kind of learning is supported through scaffolding?
Within each of these instructional targets, scaffolding may support
the development of declarative, procedural, conceptual, or metacognitive
knowledge. Scaffolding
(c) What or who is the source of scaffolded support?
(d) What kinds of scaffolds are effective?
(e) How are scaffolding needs diagnosed (see Table 1), and
(f) What are the future
directions and challenges to be faced?
}}


==References==
==References==
* AZEVEDO1,R., HADWIN, A.F. (2005) Scaffolding self-regulated learning and metacognition – Implications for the design of computer-based scaffolds. Instructional Science33: 367–379
* Bereiter C., Scardamalia, M. (1987a) The Psychology of Written Composition. Hillsdale, NJ: L. Erlbaum.
* Bereiter C., Scardamalia, M. (1987a) The Psychology of Written Composition. Hillsdale, NJ: L. Erlbaum.


Line 22: Line 63:
* Wood, D., Bruner, J.S.,  Ross, G. (1976) The role of tutoring and problem solving. Journal of Child Psychology and Psychiatry. Vol. 17, pp. 89-100 in Langer, J., Applebee, A. (1986) Reading and Writing Instruction: Toward a Theory of Teaching and Learning. Review of Research in Education. Vol. 13. pp. 171-194.
* Wood, D., Bruner, J.S.,  Ross, G. (1976) The role of tutoring and problem solving. Journal of Child Psychology and Psychiatry. Vol. 17, pp. 89-100 in Langer, J., Applebee, A. (1986) Reading and Writing Instruction: Toward a Theory of Teaching and Learning. Review of Research in Education. Vol. 13. pp. 171-194.


Wood, D., Wood, H. (1996) Vygotsky, Tutoring and Learning. Vygotsky and Education. Oxford Review of Education, Vol. 22, No. 1, pp. 5-16
* Wood, D., Wood, H. (1996) Vygotsky, Tutoring and Learning. Vygotsky and Education. Oxford Review of Education, Vol. 22, No. 1, pp. 5-16

Revision as of 15:14, 19 January 2007

This article or section is currently under construction

In principle, someone is working on it and there should be a better version in a not so distant future.
If you want to modify this page, please discuss it with the person working on it (see the "history")

“(The educator) calls upon the services of powerful forces in the environment, directs them, and places them in the service of education.”

“Education is realized through the student’s own experience, which is wholly determined by the environment, and the role of the teacher (tutor) then reduces to directing and guiding the environment.” (Vygotsky, 1926, 1997 p. 50)

Definition

“Scaffolding is a critical component in facilitating students’ learning (see Chi et al., 1994, 2001). Scaffolding involves providing assistance to students on an as-needed basis, fading the assistance as learner competence increases (Wood et al., 1976). Scaffolds are tools, strategies, and guides used by human and computer tutors, teachers, and animated pedagogical agents during learning to enable them to develop understandings beyond their immediate grasp (Graesser et al., 2000; Reiser, 2002).”

contingent teaching

procedural facilitation vs. substantive facilitation

Scaffolding in instructional technologies

Considerations

“Considering and adapting support to fundamental and often subtle developmental changes in students’ cognitive, metacognitive, motivational factors, is essential for increasing potential for students to benefit from scaffolding (Pintrich & Zusho, 2002).”

Notes:

(a) What attributes of scaffolding are emphasized? Scaffolding may support a range of instructional targets including: (a) learning domain knowledge (e.g., concepts, procedures, etc), (b) learning about one’s own learning (e.g., metacognition, self-regulated learning), (c) learning about using the computer-based learning environment (e.g., procedures, embedded tools, functionality, etc), and (d) learning how to adapt to a particular instructional context (e.g., engaging in adaptive help-seeking behavior, modifying contextual features to facilitate learning, etc.).

b) What kind of learning is supported through scaffolding? Within each of these instructional targets, scaffolding may support the development of declarative, procedural, conceptual, or metacognitive knowledge. Scaffolding

(c) What or who is the source of scaffolded support? (d) What kinds of scaffolds are effective? (e) How are scaffolding needs diagnosed (see Table 1), and (f) What are the future

directions and challenges to be faced?


References

  • AZEVEDO1,R., HADWIN, A.F. (2005) Scaffolding self-regulated learning and metacognition – Implications for the design of computer-based scaffolds. Instructional Science33: 367–379
  • Bereiter C., Scardamalia, M. (1987a) The Psychology of Written Composition. Hillsdale, NJ: L. Erlbaum.
  • Vygotsky, L. S. (1924, reprinted 1997) Educational Psychology. CRC Press LLC, Florida, USA.
  • Vygotsky, L. S. (1978) Mind in society: The development of higher mental processes (M. Cole, V.John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
  • Wood, D., Bruner, J.S., Ross, G. (1976) The role of tutoring and problem solving. Journal of Child Psychology and Psychiatry. Vol. 17, pp. 89-100 in Langer, J., Applebee, A. (1986) Reading and Writing Instruction: Toward a Theory of Teaching and Learning. Review of Research in Education. Vol. 13. pp. 171-194.
  • Wood, D., Wood, H. (1996) Vygotsky, Tutoring and Learning. Vygotsky and Education. Oxford Review of Education, Vol. 22, No. 1, pp. 5-16