Searching to Learn with Instructional Scaffolding

While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement.

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Instructional Scaffolding to Promote an Autonomous Learner

Preparing Pre-Service Teachers for the Inclusive Classroom - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1753-5.ch004 ◽

2016 ◽

pp. 57-74

Author(s):

Jess L. Gregory

Keyword(s):

Intrinsic Motivation ◽

Differentiated Instruction ◽

Universal Design ◽

Novice Teacher ◽

Universal Design For Learning ◽

Instructional Scaffolding ◽

Design For Learning ◽

Autonomous Learner

An autonomous learner has developed an intrinsic motivation that drives him or her to pursue learning for the inherent satisfaction and enjoyment that stems from the acquisition of knowledge. This chapter presents strategies for teachers to develop a classroom of more autonomous learners. In addition to some strategies and sequencing of activities to maximize their impact, the chapter presents Universal Design for Learning as a framework for thinking about all teaching and ways to apply differentiated instruction to meet the needs of all learners. While there is a focus on the experience of a novice teacher, the content of this chapter is relevant for all educators looking to reinvigorate their practice to empower students to be more in command of their own learning.

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Teaching Surgical Model Development in Research by Using Situated Learning and Instructional Scaffolding

Journal of the American Association for Laboratory Animal Science ◽

10.30802/aalas-jaalas-18-000090 ◽

2019 ◽

Vol 58 (3) ◽

pp. 321-328

Author(s):

Ryan R Kelly ◽

Mary Ann Mccrackin ◽

Dayvia L Russell ◽

Lee R Leddy ◽

James J Cray ◽

...

Keyword(s):

Situated Learning ◽

Model Development ◽

Instructional Scaffolding ◽

Surgical Model

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Instructional Scaffolding

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/jwltt.2012070102 ◽

2012 ◽

Vol 7 (3) ◽

pp. 20-36

Author(s):

Merrilee Cunningham ◽

Ruth Robbins

Keyword(s):

Programming Languages ◽

Urban Setting ◽

Public Institution ◽

Online Course ◽

Web Based ◽

Instructional Scaffolding ◽

Experience Levels ◽

Systematic Improvement ◽

High Knowledge ◽

Learning Options

This article addresses the use of embedded scaffolding to enhance web-based learning in an online course which covers an introduction to multiple programming languages, utilizing selected resources and strategies as scaffolding techniques. This programming languages class is taught at the junior level in the Information Systems discipline as an online elective class, in a public institution located in a large, urban setting. Low to high knowledge learners are guided in the development of programs and implementation of systems through the use of four different programming languages. Learners with various experience levels were surveyed to determine if they thought these reinforcing scaffolding techniques were effectively used to provide all students with their own success producing pathway through the course. While finding out which scaffolding sections actually added to student success may not be absolutely necessary in designing a successful course, embedding hypermedia fostering a systematic improvement of learning options requires the constant “redesign” and encompasses web-based scaffolding processes as a very real advantage.

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Profiles of Three Preservice ESOL Teachers' Development of Instructional Scaffolding

Reading Psychology ◽

10.1080/02702710802275256 ◽

2009 ◽

Vol 30 (2) ◽

pp. 148-174 ◽

Cited By ~ 7

Author(s):

Joyce E. Many ◽

Deborah Dewberry ◽

Donna Lester Taylor ◽

Kim Coady

Keyword(s):

Instructional Scaffolding

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Instructional scaffolding in online collaborative learning environment for knowledge construction among engineering students

2014 IEEE 6th Conference on Engineering Education (ICEED) ◽

10.1109/iceed.2014.7194685 ◽

2014 ◽

Cited By ~ 1

Author(s):

Tan May Ling ◽

Jamalludin Harun

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Knowledge Construction ◽

Engineering Students ◽

Online Collaborative Learning ◽

Instructional Scaffolding ◽

Collaborative Learning Environment

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SCAFFOLDING COMPLEX TASKS BY OPEN ONLINE SUBMISSION: EMERGING PATTERNS AND PROFILES

Online Learning ◽

10.24059/olj.v8i4.1809 ◽

2019 ◽

Vol 8 (4) ◽

Author(s):

Miky Ronen ◽

Dorothy Langley

Keyword(s):

Graduate Education ◽

Complex Tasks ◽

Self Evaluation ◽

Instructional Scaffolding ◽

Online Submission ◽

Challenging Tasks ◽

Different Types ◽

Academic Courses ◽

Education Courses ◽

New Strategies

Students in higher-education courses are often confronted with complex tasks that require application and integration of newly gained knowledge. Different students require different types and amounts of instructional scaffolding for coping with such challenging tasks. The incorporation of asynchronous online elements into academic courses offers various ways of implementing traditional instructional scaffolding methods, as well as the ability to incorporate new strategies made feasible by this medium.This paper presents and discusses the potential and challenges of using open online submission of assignments via asynchronous networking as a strategy for providing differential scaffolding in the preparation of complex tasks (not as an alternative model for online peer collaboration).A pilot study, performed with five graduate education courses, showed that open online submission of assignments led to spontaneous, informal peer-evaluation, enabling students to learn from peer examples. The detailed analysis of students’ activity and their reflections has revealed four typical learner profileswith respect to open assignment submission, self-evaluation and characteristic benefit from peer work.

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