Scaffolds can be “recycled” for other learning situations.
Affords the opportunity for peer-teaching and learning.
Provides individualized instruction (especially in smaller classrooms).
Increases the likelihood for students to meet instructional objectives.
WHO SHOULD DESIGN A SCAFFOLD HOW TO
Motivates learners to become better students (learning how to learn).
Engages students in meaningful and dynamic discussions in small and large classes.
Challenges students through deep learning and discovery.
The pattern would continue until the task is completed (although scaffolds might not be necessary in all parts of the task).
Students would then work on those criteria and at the same time and self-evaluate their progress.
The instructor then provides a rubric of how each paper criteria will be assessed.
Then students would prepare their outline.
First, the instructor provides an outline of the components of the paper.
Instead of assuming all students know how to begin the process, break the task into smaller, more manageable parts. For example, the instructional objective may be for students to complete a major paper. Scaffolds can be used to support students when they begin to work on objectives that are more complex or difficult to complete. While we expect all of our students to grasp course content, each of them will not have the necessary knowledge or capability to initially perform as we have intended.
Visual Scaffolds - Pointing (call attention to an object) representational gestures (holding curved hands apart to illustrate roundness moving rigid hands diagonally upward to illustrate steps or process), diagrams such as charts and graphs methods of highlighting visual information.Īs with any teaching technique, scaffolds should complement instructional objectives.
Stories - Stories relate complex and abstract material to situations more familiar with students: Recite stories to inspire and motivate learners.
Question Stems - Incomplete sentences which students complete: Encourages deep thinking by using higher order “What if” questions.
Question Cards - Prepared cards with content- and task-specific questions given to individuals or groups of students to ask each other pertinent questions about a particular topic or content area.
Verbal: Words, statements and questions such as “Go,” “Stop,” “It’s right there,” “Tell me now,” “What toolbar menu item would you press to insert an image?”, “Tell me why the character acted that way.”.
Physical: Body movements such as pointing, nodding the head, eye blinking, foot tapping.
Prompts - A physical or verbal cue to remind-to aid in recall of prior or assumed knowledge.
Hints - Suggestions and clues to move students along: “place your foot in front of the other,” “use the escape key,” “find the subject of the verb,” “add the water first and then the acid.”.
Handouts - Prepared handouts that contain task- and content-related information, but with less detail and room for student note taking.
Explanations - More detailed information to move students along on a task or in their thinking of a concept: Written instructions for a task verbal explanation of how a process works.
Examples - Samples, specimens, illustrations, problems: Real objects illustrative problems used to represent something.
Concept and mind maps - Maps that show relationships: Partially or completed maps for students to complete students create their own maps based on their current knowledge of the task or concept.
Cue Cards - Prepared cards given to individual or groups of students to assist in their discussion about a particular topic or content area: Vocabulary words to prepare for exams content-specific stem sentences to complete formulae to associate with a problem concepts to define.
Advance organizers - Tools used to introduce new content and tasks to help students learn about the topic: Venn diagrams to compare and contrast information flow charts to illustrate processes organizational charts to illustrate hierarchies outlines that represent content mnemonics to assist recall statements to situate the task or content rubrics that provide task expectations.
Here are some common scaffolds and ways they could be used in an instructional setting. More complex content might require a number of scaffolds given at different times to help students master the content. Types of ScaffoldsĪlibali (2006) suggests that as students progress through a task, faculty can use a variety of scaffolds to accommodate students’ different levels of knowledge. This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly.
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