How Scaffolding Techniques Are Modelling, Giving Advice And Providing Coaching

Scaffolding Conversations. Vygotsky’s zone of proximal development concept is the basis of this intervention. This concept is based on Vygotsky’s theory that learning is relational so in order for children to learn, they need to be able to interact with the new material. This concept can also apply to adults, especially when the task is difficult for them. The therapist will use “scaffolding conversations to move from that which is familiar to that which is novel” (Gehart, 2014, p. 409). There are

scaffolding and the exposure that the children need in order to learn something new. On the other

Hypotheses: Explicit scaffolding, specifically encouragement and praise increases simple helping in younger infants early in the second year.

Scaffolding is “support that enables a child or novice to solve a problem, carry out a task, or achieve a goal that would be beyond his or her unassisted efforts” (2014). Parents, caregivers, and other adults scaffold how to play with a toy, how to get dressed, how to hold a spoon, use a cup, etc. Scaffolding is being done every day unintentionally by anyone who comes in contact with a child. In the Voyager room we see the teacher scaffolding one of the girls when the teacher tells the student to group her animals by size. This was a great way for the student to work on her greatest to least identification skills. Another way a teacher was able to scaffold in the classroom was mediating a fight. A little boy and girl began to fight and so the teacher was able to show them the proper way to talk out a disagreement by walking them through the steps of turn taking when

verbal scaffolding: refers to verbal assistance or support of the teacher such as speaking slowly and clearly, repeating key terms over and over, simplifying academic texts, and etc.

Interacting with peers is a successful way of developing skills, either with adult guidance or more advanced kids help the less-advanced. However, Vygotsky never used the term "scaffolding;" instead he phrased it as "Zone of Proximal Development (ZPD)." ZPD is The difference between what the student can do with or without someone’s help but cannot yet do it independently.

A hypothetical analysis of the school and the alleged learners will be provided in this part with the aim of contextualizing and justify the upcoming scaffolding activities and teaching approach:

As a 3rd grade educator, I pride myself in incorporating professional principles in to my curriculum. By infusing small groups into my lessons daily, aids in targeting the specific needs of all my students. I have researched two small groups instruction in which I will utilize in my classroom. The small groups’ instructions are quick thinks and cognitive scaffolding. Quick thinks examined by Cooper and Robinson (2014) are types of classroom evaluation in which the instructional and other performance configurations are interposed by inquiries or subjects that oblige students to process data independently or in sets or groups. Cognitive scaffolding conversely, is a type of bolster briefly offered by educators when presenting additional material

Vygotsky’s concept scaffolding involves parents, teachers and/or peers more knowledgeable, providing support to children which then helps them to complete tasks. (Arthur & Beecher & Death & Dockett & Farmer, 2015) This can include giving cues or prompts as to what step they should take next. (Arthur & Beecher & Death & Dockett

Scaffolding is a big aspect of what is working in our tutoring with Soany. We believe scaffolding has been successful because according to research from the article “Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learning,” scaffolding helps “explain academic tasks clearly and in steps, both orally and in writing for second language students” (Echevarria & Kareva, 2013, p. 241). We have used a similar reading guide throughout the whole learning process that includes both oral and writing scaffolding. We

5). The two examples for scaffolding from my child are: teaching a child how to shower by herself and holding bread to apply butter by herself.

In order for the ZPD to be such a success, it must contain two features. The first is called subjectivity. This term describes the process of two individuals begin a task with different understanding and eventually arrive at a shared understanding. The second feature is scaffolding, which refers to a change in the social support over the course of a teaching session. If scaffolding is successful, a child's mastery level of performance can change, which means that it can increase a child's performance on a particular task.

There are eight different features to help teachers improve their instructional practices: lesson preparation, building background knowledge, comprehensible input, strategies, interaction, practice/application, lesson delivery, and assessment. Lesson preparation is the process by which a teacher examines the content and language objectives of their lesson and includes any additional materials that go along with it. Building background knowledge focuses on determining the student’s prior knowledge and experience, helping them to learn key vocabulary for the lesson. Comprehensible input is where the teacher adjusts techniques, such as voice, speech, or modeling activities, so the students can understand. Strategies emphasize scaffolding techniques, as well as the promotion of higher-order skills. Interaction focuses on a teacher’s ability to encourage their students with accomplishing their development in the language and content areas. Practice/application focus on providing students with activities that allow them to practice content and language development. Lesson delivery ensures the teacher presents the lesson along with the planned objectives. Assessment has four key components: key language and content concepts, student learning, and feedback throughout the lesson.

Interactions between teachers and students in regards to teacher talk is one of the most important learning tools used in the classroom. Talk moves are tools for building an environment that serves a range of productive interactional, social and intellectual learning functions in the classroom (Edwards-Groves, 2014). They are enabled and constrained by the “sayings, doings and relatings present in classrooms” and prompt responses from students (Edwards-Groves, 2014, p1). Teacher talk is a large part of how students learn, through models such as ‘Initiate, Respond, Evaluate’ (IRE). The IRE model involved the teacher asking questions and giving appropriate feedback to the student’s response to help them understand the reasons behind their response. The Scaffolding Interaction Cycle (SIC) is another important tool, which involved teachers scaffolding a students’ response to engage higher learning functions. It is important to consider Bull and Anstey’s three-style model, consisting of pedagogy of school, pedagogy of literacy lessons and pedagogy of literacy learning (Anstey and Bull, 1996). Pedagogy of school involves the teacher and the student conversing in a Q&A like manner, or a ‘guess-what’s-in-my-head’ approach taken by the teacher. The pedagogy of literacy lessons involves the students carrying out the teacher’s instructions but not making the connection to what they are learning. There is a time where these styles may be useful, but

Teachers take on the role of learner as well as instructor and are there to guide the discussion towards learning objectives without just forcing their point of view on students. Another very important part from Vygotsky’s work is the concept of a student’s zone of proximal development (ZPD). Vygotsky (as cited by Eggen & Kauchak, 2011) described it as “the distance between the actual development level…and the level of potential development…under adult guidance…or more capable peers” Once a student is within their ZPD, they can vastly benefit from ‘scaffolding’, this is assistance from either the teacher or from peers in a collaborative group to achieve a level that they would be unable to do independently (Eggen & Kauchak, 2011). This scaffolding can take many forms, using prompts and cues, asking pertinent questions, the most important point is not to do the work for the student but to guide in the right direction.