HERE ARE A FEW IDEAS ON HOW TO USE SCAFFOLDING • Build on what is already known (prior knowledge). Teachers will need to assess a student’s starting point in order to determine their prior knowledge.


• Ensure that each new stage of learning falls within the student’s Zone of Proximal Development (ZPD), i.e. not too easy nor too difficult, but achievable with support appropriate to the learner’s level of development.


• Break down the knowledge, skill or concept the student needs to develop into small stages; learning needs to be incremental.


• Reduce scaffolding as the student acquires competence. Responsibility for completing tasks successfully should eventually transfer to the student.


interaction in the form of discourse. Dialogue is key to the development of independent cognition. In practice, scaffolding may come


in a variety of different forms, but always provides a process of support for learning and problem-solving. Scaffolding can also help students to understand the wider aspects of learning, such as having an overview of the course they are studying and the steps they need to take to achieve their learning aims. Some core scaffolding processes are outlined here: • Procedural scaffolding may be used to help students to orient themselves through the structure of a programme of study; for example, by providing a course handbook or syllabus.


• Conceptual scaffolding supports learners by reducing cognitive load; it may be achieved by, for example, using mind-mapping or graphic organisers to illustrate the relationships between concepts and make information easier to assimilate.


• Strategic scaffolding provides the means of identifying alternative strategies to approach a task. For example, different spelling strategies may be deployed to suit an individual’s learning needs.


• Metacognitive scaffolding aims to reduce the amount of mental processing a student has to contend with so as to ease their path through


the learning process. This could be achieved by having the student review and reflect on what they have learnt, with a view to planning learning by establishing learning goals for their next steps. Learning also needs to be monitored (for example, by tracking progress) and evaluated, allowing the student to assess the effectiveness of their learning.


The ultimate aim is for the student


to develop the skills and knowledge they need to complete learning activities and tasks independently. To this end, scaffolding should be withdrawn gradually so that the learner does not become dependent upon it and can eventually stand alone and unsupported.


USEFUL WEBSITES


• www.edglossary.org/scaffolding • www.open.edu/openlearn/languages/ understanding-language-and-learning/ content-section-6


• www.tes.com/news/30-second-briefing- what-zone-proximal-development


• Graphic organisers to support conceptual scaffolding: my.hrw.com/nsmedia/intgos/ html/igo.htm


• www.studenthandouts.com/ graphic-organizers


Dr Elizabeth Newton is deputy head of teacher education at Leeds City College.


THE BIG IDEA


By Daniel Scott


Gilly Salmon (2011, 2013) encouraged us to scaffold and support our learners throughout their online learning with her Five Stage Model. It describes how learners typically access material online and connect with others, and helps eTutors (online tutors) to promote structure and engagement that builds confidence for their learners. There is a missed opportunity for teachers and assessors to use this model to support their own digital skills and confidence in online learning, as well as developing your digital practices to use synchronous and asynchronous digital technologies. Like your learners, you will appreciate


support and guidance when learning online, from accessing eLearning activities through to participating in them. Use and adapt the Five Stage Model to your role with your selected digital tool or system. Access and motivation – identify the purpose of application and associated tasks; create account/receive credentials; navigate and familiarise yourself with key features and functions; locate where to get help/who can help/technical assistance. Online socialisation – establish


your online identity by connecting and networking with like-minded peers. Information exchange – share potential


teaching ideas; identify what you have learned about the tool/system. Knowledge construction – design and


run a practice activity with peers. Development – critically reflect on your findings and practice; demonstrate and apply your skills and confidence; seek feedback from peers.


Daniel Scott is digital practice adviser at Nottingham Trent University. The Five Stage Model features in Chapter 3 of Daniel’s book Learning Technology: A Handbook for FE Teachers and Assessors. Twitter: #LTbookFE


MEMBER OFFER


SET members can claim 20 per cent off the RRP for Daniel’s book Learning Technology: A Handbook for FE Teachers and Assessors (see The Big Idea column, right) when ordered direct from Critical Publishing. Use code LTFE19 when prompted. This offer is valid until 31 December, 2019.


REFERENCES


• Salmon, G (2011) E-Moderating: The Key to Online Teaching and Learning (3rd edition). New York: Routledge.


• Salmon, G (2013) E-Tivities: The Key to Active Online Learning (2nd edition). New York: Routledge.


inTUITION ISSUE 37 • AUTUMN 2019 17


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