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Scaffolding Student Learning

Scaffolding Student Learning. Kevin M. Clark Future Faculty Teaching Fellows Summer Institute July 13, 2013. Opening Question. So what is teaching anyway???. Common Teaching Practices. Lecture – should I tell students something?

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Scaffolding Student Learning

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  1. Scaffolding Student Learning Kevin M. Clark Future Faculty Teaching Fellows Summer Institute July 13, 2013

  2. Opening Question • So what is teaching anyway???

  3. Common Teaching Practices • Lecture – should I tell students something? • Discussion – should I try to get students to talk about something? • Activity – should I have students do something?

  4. Courses I Teach • General Psychology (PSY P103) • Lifespan Development Psych. (PSY P216) • Statistical Techniques (PSY K300) • The Psychology of Learning (PSY P325) • Cognitive Psychology (PSY P335) • Behavioral Neuroscience (PSY P326) • History & Systems of Psychology (PSY P459) • Special Topics (PSY P390): • The Psychology of Creativity • Political Psychology • Motivation to Learn

  5. Planning for Class • Frame #1: How can I “fill” class time today? • Frame #2: What is the most important content I should “cover” today? • Frame #3: How can I incorporate new technology and teaching “fads” into class today?

  6. Planning for Class • Frame #4: In what activities should students engage today? • Frame #5: What do I want students to learn today? • Frame #6: How can I best assist student learning today?

  7. Teaching as Scaffolding Student Learning • Scaffolding is providing students with needed assistance and support so as to maximize their learning. • It is aimed at expanding capabilities and developing mastery. • Assistance is reduced as learning becomes more self-regulated and support is no longer needed.

  8. Vygotsky (1978): Zone of Proximal Development (ZPD) http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html

  9. Implications of Vygotsky’s ZPD • Teach (scaffold or assist performance) in the ZPD. • Distinguish current performance vs. potential for learning.

  10. What should we scaffold? • Concepts (literacy) • Understanding • Application • Thinking • Critical thinking • Metacognition/Reflexivity • Motivation • Expectancy (self-efficacy) • Value

  11. Tharp & Gallimore (1988): Means of Assisting Performance • Modeling • Contingency management (reinforcement/punishment) • Feedback • Instruction • Questioning • Cognitive structuring • Conceptual understanding • Task structuring

  12. Lave & Wenger (1991): Legitimate Peripheral Participation (LPP) From: University of South Alabama, Online Learning Laboratory, Retrieved 7/13/11 from http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html

  13. Implications of Lave & Wenger’s LPP • Understand learning as intertwined with issues of belonging and identity. • Connect (and help students see connections between) class activities and meaningful practices. • Recognize class practices and student goals may differ from those teachers intend/desire. • Example (see Brophy, 2010): • Learning Goals • Performance Goals • Work Avoidance Goals

  14. So how can we scaffold students preparation for class? • Class Preparation Assignments • Daily/Weekly Quizzes • Reflection Papers/“Talking Points” • Review (e.g., stats “math review”)

  15. Scaffolding During Lectures • Emphasize most important & challenging ideas • Use “interactive lectures” (teacher-led conversation) • Provide cognitive structuring • Model concepts as tools for thinking • Demonstrate applications and relevance • Connect to prior learning • Embed discussions, activities, & concept checks

  16. Scaffolding During Discussions • Create a community of learners (e.g., the “name quiz”) • Model critical thinking/reading and respectful dialogue • Use discussion as context for scaffolding understanding/literacy • Push students toward deeper thinking (e.g., probing follow-ups, “devil’s advocate”) • Use “reciprocal teaching” (summarizing, clarifying, questioning, predicting) • Provide cognitive structuring (e.g., frameworks for integrating emerging ideas) • Mix in personal reflections, “think-pair-share”, or small-group discussions • End with “final thoughts”

  17. Scaffolding with Activities/Assignments • Move from “hands on” to “minds on” (Brophy, 2010). • Expert panels/debates • JIGSAW technique: expert groups  learning groups • Film analyses/product reviews • Newsletters/workshops (for a specific audience) • Dialogues (among key figures/from different perspectives) • Poster sessions/student presentations • Case analysis/Personal intellectual history papers • “Final Essay” assignment

  18. References • Brophy, J. (2010). Motivating students to learn (3rd ed.). New York: Routledge. • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. • Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press. • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.) Cambridge, MA: Harvard University Press.

  19. Contact Info Kevin M. Clark Associate Professor of Psychology Indiana University Kokomo (765) 455-9342 kevclark@iuk.edu

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