Distributed scaffolding: Difference between revisions

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==Theoretical basis of scaffolding==

This instructional tool is rooted in Vygotsky's socioconstructivist model of the [[Zone of Proximal Development]] which states that the ZPD is:

{{quoteblockquote|the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers<ref>Vygotsky, L. S. (1978). ''Mind in society: The development of higher psychological processes.'' (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, Massachusetts: Harvard University Press. p. 86.</ref>}}

Scaffolding is not solely support or help and a support can be designated as scaffolding only when the support is adapted to changing ability and this support is temporary. Because the term scaffolding is accessible, there have been many uses of this construct that are atheoretical, and therefore cloud the way the tool is used and applied in a classroom.<ref>{{cite journal | last=Palincsar | first=Annemarie Sullivan | title=Keeping the Metaphor of Scaffolding Fresh—A Response to C. Addison Stone's 'The Metaphor of Scaffolding: Its Utility for the Field of Learning Disabilities' | journal=Journal of Learning Disabilities | publisher=SAGE Publications | volume=31 | issue=4 | year=1998 | issn=0022-2194 | doi=10.1177/002221949803100406 | pages=370–373| pmid=9666613 | hdl=2027.42/68637 | s2cid=26881323 | hdl-access=free }}</ref> Scaffolding is guided by the theory of task and theory of tutee, which requires a combination of assessing task performance and learner ability.{{sfn|Puntambekar|Hubscher|2005}} Through the dialogic nature of scaffolding, the student and teacher interact in order to establish the optimal amount of assistance and titration of this assistance.

At the heart of the creation of the scaffolding extension to distributed scaffolding, was the need to address the many different ways a scaffold could be provided. Scaffolding need not be limited solely to a teacher student or parent-student situation;{{sfn|Stone|1998}} in fact scaffolding can be extended to include peers.{{sfn|Rogoff|1990}}{{sfn|Stone|1998}}

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There are five common components in the definition of scaffolding:{{sfn|Puntambekar|Kolodner|2005}}{{sfn|Stone|1998}}

#''Common Goal'': Creating a mutually defined goal between the guide and student helps achieve [[intersubjectivity]]{{sfn|Rogoff|1990}} and recruitment of the student{{sfn|Wood|Bruner|Ross|1976}} to the task. This shared understanding contributes to successful scaffolding by enlisted common understanding of the ultimate completion of the task.

#''Ongoing Diagnosis'': Through ongoing diagnosis of task performance and student ability, the scaffold can be tailored to provedprovide the optimal level of support. This dimension highlights the need for scaffolding to be deliberate and specific support for both the task and tutee and therefore illustrates the difference from mere support or hints and tailored task and tutee specific support.

#''Dynamic and Adaptive support:'' through interactive and constant assessment, teachers are able to evaluate student progress in order to tailor subsequent supports and tasks to the needs of the student.

#''Dialogues and interactions'' are foundational for scaffolding as another key to the success for the student is the interactive nature of this tool enabling the student to be an active participant in learning and the teacher to be able to assess student understanding throughout the course of the project. This component is a foundational element to the [[reciprocal teaching]] method proposed by Palinscar and Brown in 1984.<ref>Palinscar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. ''Cognition and Instruction, 1''(2), 117–175.</ref>

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* {{cite book |last1=Tabak |first1=I. |last2=Kyza |first2=E.A. |year=2018 |chapter=Research on scaffolding in the learning sciences: A methodological perspective |editor=F. Fischer |editor2=C.E. Hmelo-Silver |editor3=S.R. Goldman |editor4=P. Reimann |title=International Handbook of the Learning Sciences |pages=191–200) |place=New York |publisher=Routledge}}

* {{cite journal | last=Stone | first=C. Addison | title=The Metaphor of Scaffolding | journal=Journal of Learning Disabilities | publisher=SAGE Publications | volume=31 | issue=4 | year=1998 | issn=0022-2194 | doi=10.1177/002221949803100404 | pages=344–364| pmid=9666611 | s2cid=44706306 }}

* {{cite journal | last1=Wood | first1=David | last2=Bruner | first2=Jerome S. | last3=Ross | first3=Gail | title=The role of tutoring in problem solving | url=https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1469-7610.1976.tb00381.x | journal=Journal of Child Psychology and Psychiatry | publisher=Wiley | volume=17 | issue=2 | year=1976 | issn=0021-9630 | doi=10.1111/j.1469-7610.1976.tb00381.x | pages=89–100| pmid=932126 | s2cid=27949621 | doi-access=free }}

[[Category:Educational psychology]]