Scaffolding in Learning (1)
docx
keyboard_arrow_up
School
Kenyatta University *
*We aren’t endorsed by this school
Course
400
Subject
Mathematics
Date
Nov 24, 2024
Type
docx
Pages
4
Uploaded by lornx
1
Scaffolding in Education
Student's Name
Institutional Affiliation
Course Title
Instructor
Date
2
Scaffolding in Education
The term "scaffolding" describes a teaching strategy in which instructors provide students
with a specific form of assistance while they acquire and master a brand-new idea or ability (Cho
& Kim, 2020). A teacher could give new knowledge or show students how to address an issue
using the instructional scaffolding methodology. The instructor then gradually backs off and
allows pupils to practice alone. Additionally, it may entail teamwork. It is also common to refer
to the instructional scaffolding approach as "I do. We do. You do." The instructor demonstrates
something, the class practices, and then the pupils work alone.
Javier and Stewart had trouble calculating percentages in the first scenario. After seeing
how Sandra demonstrated the first problem, Javier could understand how to compute decimals.
Stewart also learned how to start computation by observing Javier. Jeff, the instructor, practiced
scaffolding by engaging the students in learning (Eggen & Kauchak, 2020). First, he asked
Sandra to explain how she did the problem. Jeff then points to the second problem and uses it to
explain how fractions are done. He asked Javier why a fraction is needed, and his answer showed
that he understood the topic of discussion. The teacher also asks Stewart about the fraction sold.
The correct answer Stewart gave showed his understanding.
The second example uses a film that provides narrated, in-depth, visual problem-solving
courses on demand. The tutor uses information acquired from all application users to give
individualized feedback to each student's wrong- and correct-answer selections. The tutor offers
clues that break the issue into individual steps, directing pupils towards the proper final solution
without giving away the answer instead of merely presenting the "wrong/right/try again"
feedback.
3
I will select assignments for the classroom based on the requirements of the students and
the curriculum's objectives. To improve their incentive to succeed, I will also let the pupils
choose their learning objectives based on their present zone of proximal growth (Taber, 2020).
As I guide students through a task, I will use several instructional tools, like diagrams, questions,
and discussions of relevant stories, to help them link what they are learning to what they already
know.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
References
Cho, M. K., & Kim, M. K. (2020). Investigating Elementary Students' Problem Solving and
Teacher Scaffolding in Solving an Ill-Structured Problem.
International Journal of
Education in Mathematics, Science and Technology
, 8(4), 274-289.
http://dx.doi.org/10.46328/ijemst.v8i4.1148
Eggen, P., & Kauchak, D. (2020).
Using educational psychology in teaching
. Pearson.
Taber, K. S. (2020). Mediated learning leading development—The social development theory of
Lev Vygotsky.
Science education in theory and practice: An introductory guide to
learning theory
, 277-291.
https://doi.org/10.1007/978-3-030-43620-9_19