Learning Together

1. Learning Together How effective is the use of scaffolding in educating individuals?

2. Research supports the theory that scaffolding and peer collaboration is an effective learning strategy for toddlers through adolescent aged children. I would like to demonstrate this by using what I have learned through course work, case studies and personal experience. The ground work for this is presented in the work of the sociocultural theorist, Lev Vygotsky. • “A book is like a garden carried in the pocket.” • - Arab proverb

3. Scaffolding • Scaffolding is a cognitive approach to instruction. It is a teacher or peer directed strategy which uses various forms of support to engage learning of a new task or skill. Scaffolding begins with what the pupil already knows and builds on the student’s knowledge base by providing modeling and practice. The supports are gradually removed as the individual attains competence in the task. This concept was introduced by the psychologist Lev Vygotsky through his sociocultural cognitive theory. Although there is a current emphasis on uniform standards and standardized testing, scaffolding in classrooms presents a spectrum of opportunities for authentic learning and critical thinking.

4. Lev Vygotsky (1896-1934) • Russian developmentalist, Lev Vygotsky introduced the sociocultural cognitive theory of child development which states that children actively construct their own knowledge. He felt that development is inseparable from social and cultural contexts and activities. Social interaction with more skilled individuals, mediated with language is necessary for development. Learning is situated and collaborative. His work was virtually unknown in the U.S. until the 1960’s. Perhaps, Vygotsky’s most popular theory is the concept of the zone of proximal development, ZPD. ZPD • The Zone of Proximal Development is Vygotsky’s term for the range of tasks that are too difficult for children to achieve alone and what they can achieve with guidance and assistance of adults or more skilled peers. This, of course, is closely aligned to the concept of scaffolding, a term that Vygotsky also used. • An informative video may be viewed on: • http://www.youtube.com/watch?v=hx84h-i3w8U

5. Today’s Classrooms • In the U.S., today, the climate of classrooms have been transformed. Early American schools primarily used lecture and direct instruction, and assessed using quizzes and tests, with a one size fits all curriculum. Modern classrooms reflect an age of educational reform by addressing the diversities that make up the student body. These diversities include culture, ethnicity, language, ability, and exceptionalities. Technology has improved the classroom, as world wide resources are available to students with the use of computers and instructional aids such as interactive learning devices (Smartboards).

6. Just a thought.. Although early American classrooms did not have diversity in the cultural sense, teachers of one room schoolhouses had to instruct children of all ages in one classroom.

7. Effective Teaching • Despite the changes to our classrooms, effective instruction still relies on what teachers do to maximize learning. Connecting students to learning is the primary goal. Variables within the teacher’s responsibility include an efficacy in their content knowledge, strong management skills, successful models of instruction, and a philosophy for reflection and change.

8. Models of Instruction • The use of interactive direct instruction and cooperative peer learning present concepts through introduction, demonstration, modeling and scaffolding. These strategies seek to build on what the student already knows, and the teacher as facilitator, will guide students in mastering new material. The teacher needs to express clearly what the goals and expectation are for the lesson. They should provide structured learning activities where skills may be demonstrated using physical materials or manipulatives. Review of knowledge is important with opportunities for practice. This ensures individuals a chance for independence in mastering the skill.

9. Case Studies for Support • I found an interesting longitudinal case study done in Australia which investigated the pretend play of mothers and toddlers in relation to later child IQ. 21 toddlers from 8-17 months, were videotaped in monthly play sessions and were reassessed @ 5yrs., where play levels were measured using Brown’s Pretend Play Observational Scale. Play activities were analyzed using the conceptual frameworks of scaffolding and ZPD. In conclusion, responsive and individual parental interactions may support advanced development in toddler play. These children later demonstrated earlier maternal transfer of responsibility for play, i.e. they had learned to pretend play independently earlier than their peers. • Another case study which supports the benefits of scaffolding investigates peer mediated instruction in a multi-leveled primary classroom. It documented over 4 months time through video taping, interviews, and field notes, in what ways peers can provide scaffolding, establish their zones, while working on collaborative activities. The study examined and documented how interaction through shared dialogue, tutoring, and clarification did promote the students learning.

10. A personal demonstration of the effectiveness of scaffolding in an elementary school level is a Language Arts unit on poetry in the classroom where I work(4-6th S.C.). Initially the teacher read various examples in an unstructured setting, including haikus, limericks, ballads, concrete, and dramatic poetry. A variety of books were made available in class for free time, and students were encouraged to read in partners. The teacher led several group writing activities. In one case a five senses poem was created where all contributed ideas for the product. This was easily achieved and the students’ confidence and pride was evident. Students were advised to create more poems independently or in groups with opportunities to read aloud and critique. This process can leave one quite vulnerable. The students were kind, helpful, and encouraging to one another. “What’s in a name? That which we call a rose by any other name would smell as sweet.” -William Shakespeare.

11. As we continued the unit on poetry, thesaurus’ were provided to facilitate “colorful” language. Finished products were produced in collaboration with the Tech. instructor. Through more demonstration, the concept of inspiration was introduced and practiced until the content of the work became more complex. The quality of the finished products evolved from physical descriptions, to expression of emotions, to metaphoric language. Students enjoyed a shared sense of mastery of a skill that had seemed too difficult upon introduction. • In conclusion, I can say with confidence that scaffolding and cooperative learning are highly effective learning strategies for today’s classrooms. • “Give a man a fish, and he’ll eat • for a day. Teach him to fish and • he’ll eat forever.” • -Chinese proverb

12. Works cited: Gargiulo, R.M. (2009) Special Education in Contemporary Society, Thousand Oaks: SAGE Publications, Inc. Kauchak, D., & Egge, P. (2009). Introduction to Education. Upper saddle river, NJ: Pearson. Morrisey, A. M. (2009). Mother and toddler activity in the Zone of Proximal Development for pretend play as a predictor of higher child IQ. Gifted Child Quarterly, Vol 53(2),106-120. Retrieved June 10, 2010, from http://web.ebscohost.com.ezproxy.stockton.edu Myers Gnadinger, C. (2006). Peer-mediated instruction: assisted performance in the primary classroom. Teachers and Teaching: theory and practice, Vol 14 (2), 129-142. Retrieved June 11, 2010, from Psych Info. O’Donnell, A., Reeve, J., & Smith, J. (2009). Educational Psychology/Reflection For action. Hoboken, NJ: John Wiley & Sons, Inc. Santrock, J. W. (2010). Children 11th edition. New York, N.Y. McGraw Hill.