Scaffolding is an educational concept in which a teacher helps build student learning. Teachers choose scaffolding strategies that allow students to facilitate their own learning with the teacher's help. The theory of "scaffolding" someone's efforts to learn describes how a learner can be supported to achieve a task or develop a skill. Just as a new building is surrounded by scaffolding poles as it is being put up, so a new learner may need different kinds of support to make progress. This theory states that learning takes place actively as children build new ideas upon their current and prior knowledge.
The topic on identification of Ions and gases is one of the important topics in O level. Students are not only tested in the written paper but also in the practical examination. Thus, it is important that students understand the topic well and able to apply their understanding in both aspect. However, students when performing their practical, they take it as standalone and do not relate to the theory. They just follow the instruction in the paper, going through the motion, just like cookbook recipe.
The topic to be covered requires students to have good understanding on previous topics that were covered in sec 4 (blue boxes). In order to check on where they are in their understanding, I gave a short test to check if they know their writing and naming of chemical formulae. Here, students who are weak in memorising the formulae would have been identified. Next, I gave them a worksheet on writing of chemical and word equation for acid and base reactions. This was meant for the students to recall back on what they have learned. I was trying to kill 2 birds with one stone; whether students were able to recall the acid and base reactions and also able to write and balance chemical equations. After which, I move on testing their knowledge on solubility of salts, assigning state symbols and eventually writing of ionic equations which is needed in the learning of new topics. I foresee the students will be having difficulty in the new topic if they are weak in their basic knowledge. Once, I am confident that my students have acquired basic knowledge or understanding; I will move on to teach students on integration of prior and new knowledge on application questions.
The role of teachers is important in supporting the learner’s development and providing support structures to get to that next stage. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information. However the scaffolding instructions are temporary. As the learner’s abilities increase the scaffolding provided by the teacher is progressively withdrawn Finally the learner is able to complete the task or master the concepts independently Therefore the goal of the educator when using the scaffolding teaching strategy is for the student to become an independent and self-regulating learner and problem solver .As the learner’s knowledge and learning competency increases, the educator gradually reduces the supports provided.
Lastly, in whatever teaching strategies that teachers adopt, the guiding principles below will help teachers and students reap the rewards of that hardwork.
1. Start where your students are.
2. Know where your students are going.
3. Expect to get your students to their goal.
4. Support your students along the way.
5. Use feedback to help you and your students to get better.
6. Focus on quality rather than quantity.
(Adapted from Never work harder than your students by Robyn R. Jackson)
Flowchart on the cross linking of the topic :
Stephen Chin to me on Jan 30
ReplyDeleteThanks Azlin,
for persevering in spite of a technical challenge beyond anyone's control.
Your reflection on scaffolding is deep pedagogical knowledge.
You have rightly described the strategy for teachers to employ skillfully to enable pupils to learn.
Scaffolding is essential to anyone's learning.
It is premised on how the brain works: connections.
Scaffolding provides those connections, show these connections to our pupils who would otherwise not see (and hence their behaviour when following Practical instructions without thinking).
Scaffolding, if temporary, would require us to teach pupils skills that will enable them to apply their knowledge and skills in new situations.
This is indeed an essential pedagogical tool.
You may want to have your department endorse this as a best practice that all teachers must employ. (Maths is looking at something similar to scaffolding to anchor all their teaching and learning)
Keep your reflection on your professional work going.
You will be formulating many sound and effective principles for your leadership journey over the years.
Well done!