SCAFFOLDING

SBX22ES/EF
CHAPTER 4, UNIT 2
 Chapter 4:

Scaffolding and blended learning

models to teaching practice and
teacher development:

Narrative perspective
 OBJECTIVES

After studying this chapter, you should be able to:

 gain insight into two teaching practice models in the field of education
 examine teaching practice models, namely scaffolding and blended
learning
 choose from different teaching models when faced with different
contexts in the field of education
 INTRODUCTION

 Teaching practice has several challenges, more especially in African

countries. The challenges are as a result of the different schooling
environments found in Africa.
 Students are placed in different school contexts( rural, farm, urban and semi-
urban).
 Main challenges associated with teaching practice are:
o Placing student teachers in rural and farm schools with no resources,
overcrowded classrooms, a shortage of teachers or absence of teachers to
mentor them, as well as under qualified teachers.
SCAFFOLDING

 Scaffolding—also known as scaffold learning, scaffold method, scaffold

teaching, and instructional scaffolding—is a popular teaching method in early
childhood education. It works well when applied alongside other strategies.
 Most schools are characterized by teacher orientated approaches where
learners merely follow teachers’ directions and in general have only limited
autonomy.
 Scaffolding in classroom environments such as these can be affected by
learners’ background, experiences and knowledge as well as teachers’ tendency
to instruct than stimulate inquiry.
Description of a school context

School is a place where the structure of formal authority,

organizational policies and procedures and norms that shape
behaviors, beliefs and actions, converge (meet/join)

Teachers’ personal theories have a significant influence

on all aspects of teaching

Teachers bring to the environment a major aspect of

their beliefs and practical knowledge ‘ based on their
own experiences
 THEORIES ON SCAFFOLDING

 Scaffolding is regarded as a process through which knowledgeable people provide

cognitive and social support.
Theories on scaffolding are:
 Piaget’s cognitive constructivism theory (1976)- the role of the teacher as
providing an environment in which the learner can experience spontaneous
discovery and challenging opportunities. This theory emphasised active
discovery, intrinsic motivation, practical learning situations, and creative and
critical thinking as elements of successful scaffolding
 Vygotsky’s social constructivism (1987) introduced the “zone of proximal
development” . According to Vygotsky social interaction is important in the
development of cognitive and social activity. Scaffolding is cited as an example
and is critical for the development of the learner.
 ZPD-difference between being helped and not (learner/teacher)
 Similarly , Bruner(1966) share the same belief that students build upon prior
knowledge and his theory of learning explains individuals interaction in a social
context
Principles related to good thinking in
teaching practice and learning
 Constructive learning is active and requires cognitive processing
 Learning is cumulative
 Learning is self-regulated
 Learning can be intentional and goal oriented
 Learning is situated
 Learning is collaborative
 Teaching practice and teacher development

 Teachers’ pedagogical content knowledge is very important in order to make

teaching practice effective.
 This idea is premised on dimensions that include identifying the way teachers
use their knowledge of teaching and learning, guiding learning through
classroom interactions, monitoring learning and providing feedback, attending to
affecting attributes and influencing student outcomes
 Scaffolding and teaching practice

 Scaffolding is viewed as a process in which a teacher provides students with a

temporary framework for learning
 Student teachers can be assisted through the process by lecturers and can use it in
the school context during the teaching and learning process.
 Within the different contexts (i.e. from lecture hall to school environment),
scaffolding can be used to assist student teachers to take responsibility for their
development towards becoming teachers and to make important decisions
independently.
 Like other models, scaffolding can be ineffective if not handled correctly. It is
important to understand what it is and how it is shaped by different theories of
learning.
 Scaffolding also assists in highlighting the changing role of the lecturer/teacher from
giving lectures/knowledge to guiding – where student teachers are assisted to
construct their own knowledge.
ISSUES THAT CAN BE ADDRESSED TO ASSIST STUDENT
TEACHERS IN PERSUIT TO BECOME TEACHERS

 Constant support, guidance and evaluation should be provided.

 Lectures can expose student teachers to micro-teaching sessions where
student teachers teach small number of learners (e.g. 10) and are given 5-10
minutes to focus on specific skills e.g. how to introduce a lesson or improve
their questioning skills.
 ADVANTAGES OF USING SCAFFOLDING

 Clarifies purpose
 Keeps students on task.
 Clarifies expectations and incorporates assessment and feed back.
 Points students to worthy sources
 Reduces uncertainty and disappointment
-There are many more advantages, refer to your reader
 Conceptualizing blended
learning

 Blended learning is a hybrid learning concept integrating traditional

in-class sessions and e-learning elements while combining the benefits
of both learning forms.
 Blended learning
(blend elements)

It is used in different settings such as higher education and

workplace learning settings.

 Requires detailed planning, engagement with a range of

professionals, and a willingness to question and change accepted
practices
 It improve pedagogy, increased access and flexibility, and better
cost effectiveness. can improve student performance and lead to
more effective learning.
 It requires investment in module design, and in training and
supporting tutors.
 Provides an opportunity and a useful tool to deal with the
challenges of student engagement posed by large classes.
 Generates results that will inform change while simultaneously
enhancing the student learning experience
What blended learning looks like, supplemented by
scaffolding
Applications of the blended model
 THANK YOU FOR YOUR TIME,
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THE END