Scaffolding & Fading January 14 th, 2014 SPA Meeting Joseph D’Intino, M.Ed. The Study.
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Transcript of Scaffolding & Fading January 14 th, 2014 SPA Meeting Joseph D’Intino, M.Ed. The Study.
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Scaffolding
& Fading
January 14th, 2014SPA MeetingJoseph D’Intino, M.Ed.The Study
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Outline
• Different support for different situations
• Scaffolding
• Fading
• Resources
• Questions
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Different support…
Learning Profile
Strengths weaknesses
Model
Maintenance
Scaffolds/support
Fade Fade
Scaffolds/support
Compensatory strategies
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Scaffolding
• Cognitive scaffolding works similarly to physical ones
• Training wheels
• Support that allows for growth
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General Rules
• Mistakes are learning opportunities
• Remain process-oriented
• Cognitive Apprenticeship Model (Brown, Collins, & Newman, 1989)
Vygotsky’s Zone of Proximal Development:
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Six Tips for Scaffolding
• “Show and Tell” - Modeling the process
• Activate Prior Knowledge
• Think-aloud
• Preview vocabulary
• Use visual aids – organizers, checklists, etc.
• Strategic Questioning
Edutopia.org
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Removing Support: Fading
• Goal: Independent learning
• Fading refers to decreasing the level of assistance through the gradual removal of scaffolds
• “When should we remove support?”• Does the student engage in the task
independently?• Can the student explain their mental process?• Can the student teach the task to someone else?
• Backward Chaining
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Fading
• Gradual decreases - Don’t go “Cold turkey”
• Offering increased levels of ownership to the student
• Be reflexive
• Example 1:
• 1. Student has texts read to her• 2. Student engages in “echo-reading”• 3. Student reads with prompts• 4. Student reads independently
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Fading cont’d
• Example 2: Time management
• 1. Model to the student how to gather, organize, and prioritize materials and assignments
• 2. Make a checklist with the student
• 3. Ask strategic and objective questions to have student engage in appropriate study habits.
• 4. Decrease frequency of questioning
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A final point…
• Scaffolding does not mean “doing”.
• Fading does not mean “disengaging”
• Scaffolding and Fading: an incremental process
Too little support ZPD Too much support
Optimal Learning
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Resources
Tips for encouraging independent homework habits:
http://www.sheknows.com/parenting/articles/974071/help-your-child-complete-homework-
independently
An extensive explanation of scaffolding and fading:
http://www.education.com/reference/article/scaffolding/
More tips for developing independent learning habits:
http://www.canadianliving.com/moms/kids/expert_strategies_to_get_kids_to_do_their_homework.php
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References
• http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
• Brown, J., Collins, A., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Cognition and instruction: Issues and agendas, 453-494.
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
• Vygotsky, L. S. (1963). Learning and mental development at school age. Educational psychology in the USSR, 21-34.
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Questions?