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Scaffolding X

The document discusses instructional scaffolding as a pedagogical approach. It describes how scaffolding provides a supportive learning environment where content and skills are developed gradually through social interaction and experience. The key is to meet students at their current level and provide assistance to help them progress to more advanced levels of competence. Scaffolding involves questioning, demonstration, individual and group work with feedback to build skills step-by-step. An example flow chart shows how scaffolding can be applied to teach the underarm volleyball serve.

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74 views

Scaffolding X

The document discusses instructional scaffolding as a pedagogical approach. It describes how scaffolding provides a supportive learning environment where content and skills are developed gradually through social interaction and experience. The key is to meet students at their current level and provide assistance to help them progress to more advanced levels of competence. Scaffolding involves questioning, demonstration, individual and group work with feedback to build skills step-by-step. An example flow chart shows how scaffolding can be applied to teach the underarm volleyball serve.

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© © All Rights Reserved
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PEDAGOGY AS A PROCESS 31

Instructional Scaffolding

Instructional Scaffolding provides for a supportive learning environment where content

and performance are cornerstones in conceptualisation. As with student centeredness in the

modern paradigm of the education delivery, gradually enhancing the learning process in

developing concrete cognition is most fundamental. The key with this model is to meet the

learner where he utilises assistive materials afforded in moving successfully through the learning

process closer towards his maximal level of competence.

Providing the appropriate support systems for the learner is crucial in maintaining interest

in the learning experience, actual assimilation of information towards achieving desired

objectives and intersubjectivity, which is the shared perception of the desired outcome through

the eyes of the learner and the educator (Byrnes 2001). It also affords the learner robust

opportunities to explore guided, self-regulated learning which makes for more meaningful

cognizance.

In providing instruction using this structure, the scaffolds should firstly compliment the

instructional objectives. It should be geared towards associating the social and participatory

nature of the learning process through experiences that linger within Vzgotsky’s (1997) Zone of

Proximal Development where knowledge can be socially constructed with supportive concepts.

Here the learner’s previous experiences are assimilated into newly formed schemas, merging to

provide authentic learning outcomes that would have otherwise been just beyond his intellectual

aptitude.

The structure of instructional delivery systematically and sequentially follows

manageable quotients with structural variances. The instructor would provide the initial viewing

of the skill or projected outcome. Here the learner visually perceive the total reality expected and
PEDAGOGY AS A PROCESS 32

build on their initial competences that exist towards its interpretation (Dewey 2008). Next, the

class engage aspects of the task in totality, sharing their interpretation along the way. Here, they

put their perceptions into effect to appraise their understanding of what is expected and their

ability to engage it via their existing knowledge. Thirdly, group work is employed allowing for

more concise collaboration and analysis of the task. Peer evaluation is a power remedy for

misconceptions and fine-tunes problematic inefficiencies (Vygotsky 1978). In the last step,

independent practice is instructed where students can demonstrate their level of task mastery

towards automation and further components of advance interpretations.

References

Byrnes, J. P. (2001). Cognitive development and learning in instructional contexts (2nd ed.).

Needham Heights, MA: Allyn & Bacon.

Dewey, J. (2008). Democracy and education. Radford, Virginia: Wilder Publications.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press.

Vygotsky, L. (1997) Educational Psychology. Florida: St. Lucie Press


PEDAGOGY AS A PROCESS 33

Lesson Four – The Underarm Serve

FLOW CHART
Volleyball
The Underarm Service

SCAFFOLDS DESCRIPTION ILLUSTRATIONS

Teacher asks students questions


prior to the lesson delivery:
- How does the game of
volleyball begin?
Questioning - What is the objective of this
first play on the ball?
- Where does the person usually
stand for this initial play off the
ball?
Scaffold #1 Demonstration :
The teacher demonstrates the
skill of the underarm serve from
Modelling
service zone, over the net to the
opponent area of play.
Gives multiple examples to allow
proper visual idea of the skill.
Collaboration Engages discussion and
collaboration of ideas to allow
for interpretation of the expected
outcome.
PEDAGOGY AS A PROCESS 34

Scaffold #2 • Shows students the position and


form of the hitting hand with a
closed “cuff” fist.
Individual • Have student toss the ball a few
Work inches in the air with the less
dominant hand, hit with the
dominant hand up in the air
about a metre high, and then
catch with both hands.
• Practice to gain control and feel
for the hit.
Target- 3 to 5 consecutive hits
and catch.

Feedback • Provides feedback on the initial


form and technique on the
contact off the ball.

 Flat surface of the fist.


 Follow through
 Contact point to get the ball
up in order to catch.

Scaffold #3 Engages Group Work.


- Places pupils in groups of six or
four students and have them hit
Group Work and catch with each other.
- Each group is broken up into
pairs approximately four metres
apart.
- Encourages sharing of ideas of
success in efficiency of the task.
- Focus on the hitting of the ball
towards your partner in line with
you.
PEDAGOGY AS A PROCESS 35

Feedback Provides feedback as task two is


being engaged.
Builds on previous ideas.
 Angle of contact has to be
altered.
 Power is increased and
control is a bit more
demanding.
 Need to stabilize centre of
gravity and follow through.
 Feet slightly more apart.

Scaffold #4 Developmental Group Work


Skill Maintain groups of sixes and
fours but this time each group
Development
will be on either side of the net
behind the three metres line.
Task- serve over the net to your
partner.
Target- 3 to5 successful
consecutive attempts.
Increase power and maintain the
direction of the hit.
Follow through in the direction
of your partner.
Encourage sharing of ideas that
could develop proficiency.
Give guidelines and feedback as
required.
Scaffold 5 Paired Activity
Assessment The focal point is now to serve
from the service zone, over the
net, beyond the three-metre line
on the other side of the net to
your partner.
Deduce what needs to be done to
improve levels of success.
Discuss success points with pair
member.
Execute and attempt to develop
competence in the task outcome.
PEDAGOGY AS A PROCESS 36

Feedback Analyses the skill with students


as the techniques are discussed as
a class.
Highlights strengths and things
that needs to be improved.

The flow chart began with questioning, which is fundamental in engaging the thought

processes and establishing a background of ideas to be explored in the lesson. The demonstration

stage of the initial scaffold would seek to tap into the existing schemas of the learners in

attempting to interpret the skill to be achieved. Collaboration would pool ideas together in

strengthening social cognition and interpretations. The second scaffold engaged individual work

where initial ideas would be employed to deduce relevance of existing schemas and experiences.

Feedback thereafter would strengthen those ideas and help in building confidence. The initial

group work activity employed in the third scaffold would allow for collaboration and peer

evaluation that explores ideals of student-centeredness, and problem solving. Providing

consistent feedback tweaks errors to allow for better effectiveness in the acquisition of the skill.

The forth scaffold would continue to explore skill development as the level of difficult is more

pronounced, involving the net play. With the obstacle of the net, students are required to apply

previous successes to a new problem in accomplishing a new task. The fifth scaffold would

expose the students to actual scenarios where the true distance of the serve would be realised.

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