![Picture](/uploads/3/8/6/0/38604647/6438662.png?360)
Topic Two: Scaffolding Learning
Learning Objectives:
At the end of this reading you will be able to:
1. Describe how the concept of scaffolding is useful to assist in nurturing self-directed learning
2. Explain how prior learning will impact acquisition of new knowledge
3. Give an example of what constitutes a learner's "zone of proximal development"
Learning Objectives:
At the end of this reading you will be able to:
1. Describe how the concept of scaffolding is useful to assist in nurturing self-directed learning
2. Explain how prior learning will impact acquisition of new knowledge
3. Give an example of what constitutes a learner's "zone of proximal development"
![Picture](/uploads/3/8/6/0/38604647/7890301.png?354)
Conceptual Framework: Scaffolding Learning
There is an unbroken intellectual line between symbolic reasoning and the ability to create culture. However, the ability to use symbolic reasoning isn’t fully formed at birth. Symbolic reasoning takes about three years of experience to become operational. Our brain gives us the capacity for language and for writing down that language. Our brain gives us the capacity for creativity. The process of scaffolding provides a framework for learning. It facilitates using prior knowledge to interpret new pieces of information that produce learning. The key to developmentally appropriate scaffolding is identifying a learner's zone of proximal development. This zone (area) is the degree of scaffolding necessary to facilitate a learner's movement toward self-directed learning. Does it make sense to treat all students the same?
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
There is an unbroken intellectual line between symbolic reasoning and the ability to create culture. However, the ability to use symbolic reasoning isn’t fully formed at birth. Symbolic reasoning takes about three years of experience to become operational. Our brain gives us the capacity for language and for writing down that language. Our brain gives us the capacity for creativity. The process of scaffolding provides a framework for learning. It facilitates using prior knowledge to interpret new pieces of information that produce learning. The key to developmentally appropriate scaffolding is identifying a learner's zone of proximal development. This zone (area) is the degree of scaffolding necessary to facilitate a learner's movement toward self-directed learning. Does it make sense to treat all students the same?
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
![Picture](/uploads/3/8/6/0/38604647/4672678.png?353)
Example
An example of scaffolding the learning process is to give a young child "floaters" ( as seen in the photo above) as a learning support until the child is developmentally ready to swim without supports. Another example is using training wheels on a bicycle until the child is developmentally ready to balance him/herself.
An example of scaffolding the learning process is to give a young child "floaters" ( as seen in the photo above) as a learning support until the child is developmentally ready to swim without supports. Another example is using training wheels on a bicycle until the child is developmentally ready to balance him/herself.
![Picture](/uploads/3/8/6/0/38604647/789308.png?354)
Potential Positive Interventions
When a child gets stuck on a task and is unable to advance without supports, remember that the brain wants to make sense out of the "chaos" that it is experiencing. Providing temporary support is not making the child dependent on you. It is providing the child a safety net during the intrinsically motivated search for a pattern that can bring sense to the problem.
When a child gets stuck on a task and is unable to advance without supports, remember that the brain wants to make sense out of the "chaos" that it is experiencing. Providing temporary support is not making the child dependent on you. It is providing the child a safety net during the intrinsically motivated search for a pattern that can bring sense to the problem.
Self-Assessment
1. When you were a child, remember a time when you needed support and it was not provided?
2. When you needed support, as a child, and did not receive help, what did you do next?
3. As an adult, when you feel overwhelmed by a task, do you find yourself giving-up on the task or asking for help?
1. When you were a child, remember a time when you needed support and it was not provided?
2. When you needed support, as a child, and did not receive help, what did you do next?
3. As an adult, when you feel overwhelmed by a task, do you find yourself giving-up on the task or asking for help?