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Scaffolding

Scaffolding. & Fading. January 14 th , 2014 SPA Meeting Joseph D’Intino , M.Ed. The Study. Outline. Different support for different situations Scaffolding Fading Resources Questions. Different support…. Learning Profile. weaknesses. Strengths. Compensatory strategies. Model.

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Scaffolding

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  1. Scaffolding & Fading January 14th, 2014 SPA Meeting Joseph D’Intino, M.Ed. The Study

  2. Outline • Different support for different situations • Scaffolding • Fading • Resources • Questions

  3. Different support… Learning Profile weaknesses Strengths Compensatory strategies Model Scaffolds/support Scaffolds/support Fade Fade Maintenance

  4. Scaffolding • Cognitive scaffolding works similarly to physical ones • Training wheels • Support that allows for growth

  5. General Rules • Mistakes are learning opportunities • Remain process-oriented • Cognitive Apprenticeship Model (Brown, Collins, & Newman, 1989) Vygotsky’sZone of Proximal Development:

  6. Six Tips for Scaffolding • “Show and Tell” - Modeling the process • Activate Prior Knowledge • Think-aloud • Preview vocabulary • Use visual aids – organizers, checklists, etc. • Strategic Questioning Edutopia.org

  7. Removing Support: Fading • Goal: Independent learning • Fading refers to decreasing the level of assistance through the gradual removal of scaffolds • “When should we remove support?” • Does the student engage in the task independently? • Can the student explain their mental process? • Can the student teach the task to someone else? • Backward Chaining

  8. Fading • Gradual decreases - Don’t go “Cold turkey” • Offering increased levels of ownership to the student • Be reflexive • Example 1: • 1. Student has texts read to her • 2. Student engages in “echo-reading” • 3. Student reads with prompts • 4. Student reads independently

  9. Fading cont’d • Example 2: Time management • 1. Model to the student how to gather, organize, and prioritize materials and assignments • 2. Make a checklist with the student • 3. Ask strategic and objective questions to have student engage in appropriate study habits. • 4. Decrease frequency of questioning

  10. A final point… • Scaffolding does not mean “doing”. • Fading does not mean “disengaging” • Scaffolding and Fading: an incremental process Too little supportZPD Too much support Optimal Learning

  11. Resources Tips for encouraging independent homework habits: http://www.sheknows.com/parenting/articles/974071/help-your-child-complete-homework-independently An extensive explanation of scaffolding and fading: http://www.education.com/reference/article/scaffolding/ More tips for developing independent learning habits: http://www.canadianliving.com/moms/kids/expert_strategies_to_get_kids_to_do_their_homework.php

  12. References • http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber • Brown, J., Collins, A., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Cognition and instruction: Issues and agendas, 453-494. • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42. • Vygotsky, L. S. (1963). Learning and mental development at school age. Educational psychology in the USSR, 21-34.

  13. Questions?

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