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Successful Tutoring through Scaffolding in the Zone of Proximal Development

Successful Tutoring through Scaffolding in the Zone of Proximal Development. Central Arizona College Fall 2010 Tutor Training TemFuller. What is ZPD ?. According to Vygotsky:

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Successful Tutoring through Scaffolding in the Zone of Proximal Development

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  1. Successful Tutoring through Scaffolding in the Zone of Proximal Development Central Arizona College Fall 2010 Tutor Training TemFuller

  2. What is ZPD?

  3. According to Vygotsky: … the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers is the Zone of Proximal Development. Works Cited MLA Library (1896-1934). Lev Vygotsky Archive. Retrieved February 2010, from Lev Vygotsky Archive: http://www.marxists.org/archive/vygotsky

  4. Use the definition of ZPD • What is the purpose of ZPD? • Clarify the author’s point of view. • Think about the voice of tutor and the voice of tutee • Soon you will be the advanced peer who will help in the zone of proximal development and beyond.

  5. Scaffold for Tutors Tutoring Cycle

  6. Tutoring Cycle and ZPD

  7. What is Scaffolding • Scaffolds are temporal elements that provide safe environment for the learning process. • Scaffold is a supportive “structure” for learning • Without clear structure and precisely stated expectations, many students are lost in the ocean of information. • Therefore, the building of a scaffold is a major part of the tutoring cycle. • MacDonal, R. (1994). The Master Tutor: A guidebook for more effective tutoring. ISNB 0-935-637-19-2: Library of Congress Number 95-70557.

  8. How to Build a Scaffold • How the tutor will choose to build a scaffold depends on the student’s level of independence. The tutor works as an academic mentor in the process of building a scaffold. The tutor works as a coach in the process of building a scaffolding. Step-by-step guide INDEPENDENT DEPENDENT

  9. Supervised Tutoring Form Select all tutoring strategies used in this session. Be prepared to explain to your Personal Trainer how exactly these strategies were used in the tutoring session.  ___Effective communication ___Informal assessment ___Strength based strategies ____Assessment of tutee’s learning orientations ___Scaffolding in the zone of proximal development ___Active and multisensory tutoring ___Meta-cognitive strategies ___Elements of the Tutoring Cycle (MacDonal, 1994) ___Other (list all additional strategies) Describe the evidence of student’s level of independence.

  10. Why Does the Tutor Use a Scaffold? • The student appear to know the material if they know how to solve the problem. • Sometimes this is true, but if this is not true, if the student do not know the material, showing and “explaining” the problem is not enough for effective tutoring. • Instead of solving the problem as a demonstration, first engage the student into building a scaffold. The reason is to transfer the learning power to the student at some moment of your session.

  11. What does the learning scaffold look like? • It may be a set of questions • Mind map may be a very effective scaffold • A set of learning objectives is also a scaffold • A set of handouts as a plan for practicing • A concept map is a scaffold • A list of “to do” • What else?

  12. What if? • What if the tutor provide the entire scaffold for the tutoring session? • If the students can not build the scaffold, the tutor needs to provide one. • Even though we may offer clarity and structure, the students must still do the entire work. • The most important work is done by the student. • The tutor simply provides the outer structure.

  13. The Purpose of Scaffolding • Scaffolding reduces uncertainty, surprise and disappointment • Scaffolding creates momentum • Scaffolding delivers efficiency • Scaffolding offers assessment to clarify expectations • Scaffolding keeps students on task • Scaffolding clarifies purpose

  14. Scaffolding As a Learning Strategy • As a learning strategy, the scaffolding consists of tutoring new skills by engaging the student in a dialog or inquiry about the task that is difficult and challenging. • The tutor initially provides extensive structural support, or scaffolding, to continually assist the students in building their understanding of new content and process. • Once the students internalize the content and/or process, they assume full responsibility for controlling the progress of a given task. • The temporary scaffolding needs to be removed to reveal the impressive permanent structure of student understanding.

  15. Discipline Specific Scafolding • Math • Reading and Writing

  16. Math or Science • Tutoring Session • In most case, you will not have just one question.

  17. Build the Scaffold First • Do not work the details of the first step before the entire scaffold is ready. • It is important to step back with the tutee and to plan together the entire scaffold for the tutoring session. • Make a realistic and effective scaffold – if the student needs to solve 50 problems, you need to make sure that in 50 minutes you will help with at least 5 – 6 problems. • A scaffold will help you to negotiate a realistic accomplishment. • Do not promise more than you and the student can do in 50 minutes; however, plan to use the time for a memorable and helpful tutoring session.

  18. Work in small groups to make a scaffold for this imaginary session Your tutee have an assignment with 50 problems. The student needs help with all problems. The material covered in these problems can be grouped in three major parts: • Overview on Geometry • Operations with Signed Numbers, and • Equations with One Variable

  19. Compare and Contrast Two Tutoring Sessions Listen to the Tutoring Session 1 Focus your attention on: Scaffolding Techniques Tutoring Cycle Compare Tutoring Session 1 to this Tutoring Session 2 Focus your attention on: Scaffolding Techniques Tutoring Cycle

  20. Resources • Davidson’s Films. (Director). (Mar 2, 2009 ). Vygotsky’s • Developmental theory: An introduction ()[Motion • Picture]. • MacDonal, R. (1994). The Master Tutor: A guidebook for • more effective tutoring. ISNB 0-935-637-19-2: Library of Congress Number 95-70557. • MLA Library (1896-1934). Lev Vygotsky Archive. Retrieved February 2010, from Lev Vygotsky Archive: http://www.marxists.org/archive/vygotsky • Student Success Center (Jun 10, 2008). You Tube • Math Tutoring – the Right Way – You Tube: http://www.youtube.com/watch?v=uLKXBHZemXQ • Writing Tutor – the Wrong Way (Jun 10, 2008). You Tube: http://www.youtube.com/watch?v=jWs1JkpLmQI&feature=related • Writing Tutor – the Right Way (Jun 10, 2008). You Tube: http://www.youtube.com/watch?v=BqVb_JTOVaU&feature=related

  21. Any questions?

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