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27 Cards in this Set
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is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students. essentially means doing some of the work for the student who isn't quite ready to accomplish a task independently. Like the supports that construction workers use on buildings, scaffolding is intended to be temporary. It is there to aid the completion of a task and it is eventually removed.
How can I do it? Task definition Model performance while thinking out loud - either direct or indirect instruction Specification and sequencing of activities Provide prompts, cues, hints, links, partial solutions, guides and structures Fade when appropriate How can I adapt it? Pair advanced learners with developing ones Engage students in cooperative learning. In this type of environment students help students in small group settings but still have some teacher assistance. This can serve as a step in the process of decreasing the scaffolds provided by the educator and needed by students. Use apprenticeship model whereby an expert models an activity, provides the learner with advice and examples, guides the student in practice and then tapers off support until the student can do the task alone Assessment & Evaluation Considerations Teacher observation - includes anecdotal notes, class records, and classroom circulation Student self-assessment - students rate their own behavior and the behavior of their peers using a rubric Graphic Organizers - A graphic organizer is a specific type of scaffolding tool. It is a way to visually represent an idea—to use a drawing to organize one's thinking. Graphic organizers include cycles, webs (e.g., cluster, network, org chart, family tree, chain of events), maps (e.g., spider, fishbone, concept), continua (e.g., timelines, degree scales), matrices (e.g., compare/contrast, storyboard), Venn diagrams, and charts (e.g., flow, KWL, SQ3R). Teacher Resources Scaffolding for Success by James MacKenzie Scaffolding Lessons: Biomes of the World - provides a good example of a research assignment that embeds scaffolding tools (question list, question card, and working checklist) into the task description to help students conduct their research. Personification The Elements of a Short Story Revision Strategies Ways of Assisting Readers through Their Zones of Proximal development: Modes of Scaffolding Scaffolding Comprehension Strategies: Using Graphic Organizers Types of Scaffolds - examples of different types of scaffolding and methods for students Graphic Organizers: NCREL Graphic Organizers SCORE Graphic Organizers Graphic Organizer Makers - This Teach-nology site will instantly generate graphic organizers that can be personalized, saved, and printed directly from the user’s computer. |
Scaffolding
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Proposed the social learning theory
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Albert Bandura
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states behavior is learned from the environment through the process of observational learning. Children observe the people around them behaving in various ways.
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Social learning theory
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Proposed constructivist theory
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Jerome Bruner
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Proposes that students construct understanding based on their own experiences.
encompasses the idea of learning as an active process wherein those learning are able to form new ideas based on what their current knowledge is as well as their past knowledge. A cognitive structure is defined as the mental processes which offer the learner the ability to organize experiences and derive meaning from them. These cognitive structures allow the learner to push past the given information in constructing their new concepts. The learner, often a child, will take pieces of their past knowledge and experiences and organize them to make sense of what they know, then base further concepts and solve additional problems based upon a combination of what they already processed and what they think should be processed next. The teacher resources used should be focused on that of encouragement, aiding and allowing the student to uncover the main principles on their own. Communication between the learner and teacher is the key concept. Socratic learning is suggested as the best method of communication in this theoretical framework, as it allows the teacher to actively note any study skills the learner verbalizes, their progression, their frustrations, and form a rubric of their current learning state based on the dialogue. Seeing as this theory takes known information and expounds upon it, any teacher lesson plans, teacher worksheets, or resources should in fact be constantly building the learner's knowledge in a spiral manner. |
Constructivist Theory
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There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities:
Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills) Creating Evaluating Analyzing Applying Understanding Remembering |
Bloom's Taxonomy
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Level 1. Preconventional Morality
Stage 1 - Obedience and Punishment The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment. Stage 2 - Individualism and Exchange At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests. Level 2. Conventional Morality Stage 3 - Interpersonal Relationships Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships. Stage 4 - Maintaining Social Order At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority. Level 3. Postconventional Morality Stage 5 - Social Contract and Individual Rights At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards. Stage 6 - Universal Principles Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules. |
Kohlberg's theory of moral development
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is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated.
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Self efficacy
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the distance between the actual development 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." (Vygotsky, 1978) In other words, it is the range of abilities that a person can perform with assistance, but cannot yet perform independently.
Vygotsky believed that peer interaction was an essential part of the learning process. In order for children to learn new skills, he suggested pairing more competent students with less skilled ones. When a student is in this zone of proximal development, providing them with the appropriate assistance and tools, which he referred to as scaffolding, gives the student what they need to accomplish the new task or skill. Eventually, the scaffolding can be removed and the student will be able to complete the task independently. |
Zone of Proximal Development Theory
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is concerned with how individuals interpret events and how this relates to their thinking and behavior. Attribution theory assumes that people try to determine why people do what they do. A person seeking to understand why another person did something may attribute one or more causes to that behavior. According to Heider a person can make two attributions 1) internal attribution, the inference that a person is behaving in a certain way because of something about the person, such as attitude, character or personality. 2) external attribution, the inference that a person is behaving a certain way because of something about the situation he or she is in.
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Attribution Theory
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is used to describe the feeling of discomfort that results from holding two conflicting beliefs. When there is a discrepancy between beliefs and behaviors, something must change in order to eliminate or reduce the dissonance.
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Cognitive dissonance
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s the theory set forth by psychologist Albert Bandura that a person's behavior both influences and is influenced by personal factors and the social environment. Bandura accepts the possibility of an individual's behavior being conditioned through the use of consequences. At the same time he asserts that a person's behavior (and personal factors, such as cognitive skills or attitudes) can impact the environment.[1] These skill sets result in an under- or overcompensated ego that, for all creative purposes are too strong or too weak to focus on pure outcome.
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Reciprocal determinism
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the process we use to reflect on assess and judge the assumption underlying our own and others ideas and efforts.
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Critical Thinking
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the process we use to develop ideas that are unique, useful and worthy of further elaboration
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Creative thinking
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is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shapes our behaviors.
According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states. This school of thought suggests that only observable behaviors should be studied, since internal states such as cognitions, emotions and moods are too subjective. |
Behaviorism
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is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response.
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Classical conditioning
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sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
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Operant conditioning
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involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes.
Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practise. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher. Another important characteristic of explicit teaching involves modeling skills and behaviours and modeling thinking. This involves the teacher thinking out loud when working through problems and demonstrating processes for students. The attention of students is important and listening and observation are key to success. |
Explicit teaching
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s a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique.
What is its purpose? It is used: to identify students' knowledge and understanding of the reading process to determine which cueing systems readers effectively employ to construct meaning from print to assess the extent of students' vocabularies and knowledge of a subject to encourage students to monitor for meaning while reading to encourage students to think critically and analytically about text and content |
Cloze procedure
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process of making meaning from direct experience, i.e., "learning from experience".[1]
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experiential learning theory
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broad general statements about general aim or purposes of education that are broad, long-range intended outcomes Ex: to develop skills in reading, writing, speaking, and listening
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Curriculum Goals
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Feedback
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Formative assessment
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Develops a clear classroom discipline plan that consists of rules that must be followed at all times.
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Assertive discipline plans
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Working individually on their own projects in the same space
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Parallel play
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occurs when a particular behavior is caused by the withdrawal of the stimulus. (Rewards and punishment are both stimuli.)
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Negative reinforcement
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Concept - Spiral curriculum
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Bruner
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The study conducted by a teacher of the results of their activities to improve instruction.
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Action research
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