Thursday, July 1, 2010


07.01.10, originally uploaded by colemama.

The maze of supportive scaffolding is intriguing in structure...and what a geometry lesson applied to 'real world'! :) Interesting that it can be so quickly constructed and installed and yet still provide the strength and flexibility for the building contractors. Some of the same variables characterize scaffolding in the teaching/learning process, but here the scaffolding is definitely a verb - a type of action - and not a product, persay.

Much of the research and writings of instructional scaffolding originate from Lev Vygotsky and his sociocultural theory and concept of the zone of proximal development. Like these physical structures, learning scaffolds are meant to be temporary - moving from constant and aggressive support to creating independent learning. The 'weaning' process is a natural one, used commonly by parents in the developmental process as well. Is it instinctual or does the scaffolding process itself need to be learned? What feedback is needed to determine the level of support needed? Educators often spend considerable time planning for lessons and I wonder how much thought is dedicated to the scaffolding process or does that really happen naturally...4th Ave N & Gulfshore Blvd, Naples, FL

No comments:

Post a Comment