Scaffolding is described by Vygotsky as taking place when teachers or mentors guide individuals through a task step-by-step. This begins in the pre-development zone, into the zone of development, where cognitive development grows. Finally, the individual reaches the level of potential development, where they can perform a task unaided (O’Donnell, et al., 2016, p. ?). It appears, that children advance in skill levels, with guided interaction with an experienced mentor (PowerPoint week 3). An example of scaffolding is guided reading, where the student and teacher look through a book, and the teacher asks questions on what the child thinks the book is about. The teacher models by reading the book aloud to the student. The teacher uses questions about the book to create an instructional conversation about words and phrases (Woolfolk & Margetts, 2013, p.331).
…show more content…
Vygotsky also believed development and learning was shaped by social interaction and culture (Woolfolk & Margetts, 2013, p.323). This is evident in students at school, where English is their second language. Their learning is scaffolded from speaking simple words, sentences, reading and finally writing. Appropriation takes place where students learn using cultural tools in order to reason, act and participate in everyday activities (Woolfolk & Margetts, 2013, p.323). A recent example of social and cultural interaction using scaffolding is Harmony Day, where students either dress in their cultural costume, or wear orange. The day begins with a lesson on cultural diversity, then the students are guided through activities such as putting their name on their country of origin on a world map, and making paper figures holding hands. Finally, there is a parade with songs and stories at the end of the day. It is realised that societies and cultures are made up of many different ‘product’ or people (Woolfolk & Margetts, 2013,
Vygotsky also believed development and learning was shaped by social interaction and culture (Woolfolk & Margetts, 2013, p.323). This is evident in students at school, where English is their second language. Their learning is scaffolded from speaking simple words, sentences, reading and finally writing. Appropriation takes place where students learn using cultural tools in order to reason, act and participate in everyday activities (Woolfolk & Margetts, 2013, p.323). A recent example of social and cultural interaction using scaffolding is Harmony Day, where students either dress in their cultural costume, or wear orange. The day begins with a lesson on cultural diversity, then the students are guided through activities such as putting their name on their country of origin on a world map, and making paper figures holding hands. Finally, there is a parade with songs and stories at the end of the day. It is realised that societies and cultures are made up of many different ‘product’ or people (Woolfolk & Margetts, 2013,