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Scaffolding as a Useful Tool for Classroom Instruction

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Dernowska U.

Ruch Pedagogiczny

2007

vol. 78

issue 1-2

13-20

Scaffolding is an extremely social form of instruction. It is an important instructional tool because it supports student's learning. Scaffolding occurs in learning situations where the learners have opportunities to communicate their thoughts. Instructional scaffolding lies at the heart of the verbal interactions that induct students into the practices of the academic discipline. To implement scaffolding successfully, teachers first determine the difference between what each student can accomplish independently and what she or he can accomplish with guidance - the student's zone of proximal development. Then they provide instruction with just enough support for the students to participate in tasks that would be beyond their reach without teacher support. Levels of support in scaffolding vary widely. Several types of scaffolding that occur during learning conversations are also presented.

Insight into tacher's practice: Transmission or constructing a shared understanding of the conceptual material?

100%

Dernowska U.

Ruch Pedagogiczny

2006

vol. 77

issue 3-4

41-54

Constructivism is a perspective contending that individuals form or construct much of what they learn and understand. So it makes accepting the present structure of schooling difficult. From constructivist point of view, educators must invite students to experience the world's richness, ask their own questions and seek their own answers, to construct their own understandings of concepts rather then simply showing the effects of understanding. But from the other side, to do so is much more complicated than it seems to be. In this article the authoress attempts to analyze at the level of distinction between concept attainment and concept formation, teacher's practice during the lessons about human circulatory system. According to J. S. Bruner, concept attainment is the search for and testing of attributes that can be used to distinguish exemplars from nonexemplars of various categories, the search for good and valid anticipatory cues. The process of concept formation is the process of concept or category formation - the inventive act by which classes are constructed. The construction of new conceptual knowledge is identified with concept attainment/concept formation. Thinking of constructivist teacher and classroom our interests focus on the teacher's role in the process of education.

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Scaffolding as a Useful Tool for Classroom Instruction

Insight into tacher's practice: Transmission or constructing a shared understanding of the conceptual material?