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Scaffolding Learning

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Scaffolding Learning What is scaffolding? What does it mean to scaffold learning? Why would we want to scaffold learning? How can we scaffold learning within the New ... – PowerPoint PPT presentation

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Title: Scaffolding Learning


1
Scaffolding Learning
  • What is scaffolding?
  • What does it mean to scaffold learning?
  • Why would we want to scaffold learning?
  • How can we scaffold learning within the New
    Basics Curriculum to efficiently and successfully
    culminate Rich Tasks?

2
What is scaffolding?
  • Scaffolding is the provision of assistance
    required for learning to occur.
  • Common elements of scaffolding include
  • task definition
  • direct or indirect instruction
  • specification and sequencing of activities
  • provision of materials, equipment and facilities 
  • other environmental contributions
  • Scaffolding may include assistance with
    planning, organising, doing and/or reflecting on
    the specific task.  Such assistance is best made
    available in a timely manner matched to the
    learning needs and interests of the learner. 

3
  • Pedagogy occurs in a zone of proximal
    development where authoritative tool
    usersteachers acting as mentorsinitiate and
    lead students as novices into use of
    technologies.
  • This structured introduction into using tools is
    called scaffolding
  • (Cazden, 1988).
  • New Basics Project Technical Paper, 2000, p.51.

4
Why would we want to scaffold learning?
Teachers work is to scaffold and enhance the
actual learning and development that would occur
through the Rich Tasks, which are based on the
notion that teachers work best inductively rather
than deductively. Specifically, this means that
teachers work from whole, educationally
meaningful and valuable tasks and goalsin turn
using professional judgment to break these down
into sequences of instruction around repertoires
of practices and operational fields. New Basics
Project Technical Paper, 2000, p.53.
Quick get the scaffold!
5
  • How can we scaffold learning within the New
    Basics Curriculum to efficiently and successfully
    culminate Rich Tasks?

We make the road by walking
6
Culmination of the Rich Tasks in the first suite
may happen at any time across Years 1-4, that is
most appropriate for students given a number of
variables including student learning needs,
aptitudes and abilities, resources available
(human and physical) etc.
7
Hmmm a curriculum plan should then give the
broad details and nominate stepping stones that
scaffold teaching and learning experiences
A curriculum plan gives details of the what, when
and how of the teachinglearning process in a
particular school across the different years and
stages of schooling. Years 110 Curriculum
Framework for Education Queensland SchoolsPolicy
and Guidelines June 2001, p.5.
8
Assessment Overview
Term 1 Term 2 Term 3 Term 4
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
9
Curriculum Overview
Term 1 Term 2 Term 3 Term 4
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
10
So some scaffolds can be planned and some happen
just in time
Focus on Focus on Focus on
Generic skills and knowledges Pedagogy to facilitate the development of skills and knowledges Specific Skills and knowledges
To plan for and scaffold learning with the intent of successful and efficient culmination of Rich Tasks To plan for and scaffold learning with the intent of successful and efficient culmination of Rich Tasks To plan for and scaffold learning with the intent of successful and efficient culmination of Rich Tasks
11
Scaffolding Generic Skills Knowledges
  • What are the generic skills and knowledges across
    the suite?
  • When are they developmentally appropriate?

12
What are the generic skills and knowledges across
the suite?
  • Repertoires (row headings) must be expressed as
    clusters of genres, skills and competencies that
    is gathering, knowing, doing, and producing,
    either working individually or in teams. The
    clusters could be
  • comprehend and collect
  • structure and sequence
  • analyse, assess and conclude
  • create and present
  • apply techniques and procedures
  • express and perform
  • New Basics Technical Paper, 2000, p.97,98.

13
When are they developmentally appropriate?Suite 1
Webpage Endangered species Introduced species Lets Dance Read Talk Craft
Comprehend collect
Structure sequence
Analyse assess conclude
Create present
Apply techniques procedures
Express perform
14
Targeted Repertoires Of Practice 1 WEB PAGE
DESIGN         Adapting ideas derived from
exemplars of successful practice in the
area         Composing material for viewing
(with due regard to layout, use of colour and
images)         Developing a knowledge of ones
relationships to surrounding communities        
Developing a knowledge of self        
Employing appropriate communication strategies
for audience and context         Exploiting the
features of a web page and other software in
making use of an Intranet         Gathering and
evaluating information for a specific
purpose         Selecting, structuring and
sequencing information         Using a wide
range of vocabulary          Using correct
spelling, punctuation and grammar
15
How do the TRoPs match with the generic skills
and knowledges?
Generic Skills and Knowledges Webpage TRoPs
Comprehend collect
Structure sequence Selecting, structuring and sequencing information
Analyse assess conclude
Create present
Apply techniques procedures Exploiting the features of a web page and other software in making use of an Intranet
Express perform
16
When are they developmentally appropriate?
Webpage TRoPs Yr 1 Yr 2 Yr 3 Yr 4
Adapting ideas derived from exemplars of successful practice in the area
Composing material for viewing (with due regard to layout, use of colour and images)
Developing a knowledge of ones relationships to surrounding communities
Developing a knowledge of self
Employing appropriate communication strategies for audience and context
Exploiting the features of a web page and other software in making use of an Intranet
Gathering and evaluating information for a specific purpose
Selecting, structuring and sequencing information
Using a wide range of vocabulary
Using correct spelling, punctuation and grammar
17
Webpage TRoPs Year 4 Identified pedagogy expected products
Adapting ideas derived from exemplars of successful practice in the area Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Composing material for viewing (with due regard to layout, use of colour and images) Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Developing a knowledge of ones relationships to surrounding communities Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Developing a knowledge of self Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Employing appropriate communication strategies for audience and context Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Exploiting the features of a web page and other software in making use of an Intranet Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Gathering and evaluating information for a specific purpose Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Selecting, structuring and sequencing information Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Using a wide range of vocabulary Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
Using correct spelling, punctuation and grammar Each student will compose a webpage with an interactive box or email link, and upload it to the intranet.
18
Webpage TRoPs Year 3 Identified pedagogy expected products
Adapting ideas derived from exemplars of successful practice in the area
Composing material for viewing (with due regard to layout, use of colour and images)
Developing a knowledge of ones relationships to surrounding communities
Developing a knowledge of self
Employing appropriate communication strategies for audience and context
Exploiting the features of a web page and other software in making use of an Intranet
Gathering and evaluating information for a specific purpose
Selecting, structuring and sequencing information
Using a wide range of vocabulary
Using correct spelling, punctuation and grammar
19
Webpage TRoPs Year 2 Identified pedagogy expected products
Adapting ideas derived from exemplars of successful practice in the area
Composing material for viewing (with due regard to layout, use of colour and images)
Developing a knowledge of ones relationships to surrounding communities
Developing a knowledge of self
Employing appropriate communication strategies for audience and context
Exploiting the features of a web page and other software in making use of an Intranet
Gathering and evaluating information for a specific purpose
Selecting, structuring and sequencing information
Using a wide range of vocabulary
Using correct spelling, punctuation and grammar
20
Webpage TRoPs Year 1 Identified pedagogy expected products
Adapting ideas derived from exemplars of successful practice in the area
Composing material for viewing (with due regard to layout, use of colour and images)
Developing a knowledge of ones relationships to surrounding communities
Developing a knowledge of self
Employing appropriate communication strategies for audience and context
Exploiting the features of a web page and other software in making use of an Intranet
Gathering and evaluating information for a specific purpose
Selecting, structuring and sequencing information
Using a wide range of vocabulary
Using correct spelling, punctuation and grammar
21
What tasks can be constructed across year 1 to
develop the TroPs that have been nominated as
developmentally appropriate for Year 1 across the
first suite? (see task planner GAC 6)
22
Scaffolding must begin from what is near to the
student's experience and build to what is further
from their experience. Likewise, at the beginning
of a new task, the scaffolding should be
concrete, external, and visible.http//www.myread
.org/scaffolding.htm 4/10/05
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