scaffoldingPPT课件

.,1,ScaffoldingInstruction,李红徐月,.,2,DefinitionTheoryofScaffoldingPurposeofScaffoldingThecriticalelementsofScaffoldingThewaystoimplementScaffoldingTheinfluenceonstudents,.,3,Definition:Scaffoldingisalearningprocessdesignedtopromoteadeeperlearning.Scaffoldingisthesupportgivenduringthelearningprocesswhichistailoredtotheneedsofthestudentwiththeintentionofhelpingthestudentachievehis/herlearninggoals,I.TheoryofScaffolding,.,4,ScaffoldingTheory:wasfirstintroducedinthelate1950sbyJeromeBruner,acognitivepsychologist.Heusedthetermtodescribeyoungchildrensorallanguageacquisition.,.,5,Levelsandtypesofscaffolding,Twolevelsofscaffolding,Twotypesofscaffolding,Softscaffolding,Hardscaffolding,Reciprocalscaffolding,Technicalscaffolding,.,6,Softscaffolding,Anexampleofsoftscaffoldingintheclassroomwouldbewhenateachercirculatestheroomandconverseswithhisorherstudents.Theteachermayquestiontheirapproachtoadifficultproblemandprovideconstructiveadvices.,.,7,Thetypeandamountofsupportneededisdependentontheneedsofthestudents.itishardtoscaffoldwhentheclassroomislargeandstudentshavevariousneeds.,.,8,Hardscaffolding,Hardscaffoldingisplannedinadvancetohelpstudentswithalearningtaskthatisknowninadvancetobedifficultscaffoldingforthestudents.,.,9,Forexample,whenstudentsarediscoveringtheformulaforthetheoreminmathclass,theteachermayidentifyhintsorcuestohelpthestudentreachanevenhigherlevelofthinking.,.,10,Reciprocalscaffolding,Amethodthatinvolvesagroupoftwoormoreworkingtogether.Inthissituation,thegroupcanlearnfromeachothersexperiencesandknowledge.,.,11,Conversely,Piagetbelievesthatstudentsgiveuptheirideaswhenpairedwithanadultorstudentofmoreexpertise.Instead,studentsshouldbepairedwithotherswhohavedifferentperspectives.Conflictswouldthentakeplacebetweenstudentsallowingthemtothinkconstructivelyatahigherlevel.,.,12,Technicalscaffolding,Technicalscaffoldingisanewerapproachinwhichcomputersreplacetheteachersastheexpertsorguides,andstudentscanbeguidedwithweblinks,onlinetutorials,orhelppages.Educationalsoftwarecanhelpstudentsfollowaclearstructureandallowsstudentstoplanproperly.,.,13,II.PurposeofScaffolding,ThepurposeofScaffoldingInstructionistoprovidestudentswhohavelearningproblemsateachersupportedtransitionfromprimarilyseeingandhearingtheteacherdemonstrate&modelaparticularmathconcept/skilltoperformingtheskillindependently.,.,14,III.ElementsofScaffolding,Occursafterteacherinitiallydescribes&modelsconcept/skillatleastthreetimes.Teacherbeginsbymodelingsucceedingskillandprovidingahighlevelofdirection:Teacherasksquestionsandanswersquestions.,.,15,Teachergraduallyfadeshis/herdirectionasstudent(s)demonstrateincreasinglevelsofcompetencyinperformingtheskill:Teacherasksquestionsandstudentsanswerquestions.Teacherprovidesadditionalmodelingasneededwhenstudentsdemonstratenon-understanding,.,16,Studentsdemonstratetheycanperformskillwithfewornoteacherprompts:Studentsaskquestionsandstudentsanswerquestions.Throughouttheprocess,theteacherprovidesimmediateandspecificadvicestostudents,includingcorrectiveadviceandampleamountsofpositivereinforcement.,.,17,IV.ThewaysofScaffolding,Beginscaffoldingafteryouhavefirstdirectlydescribedandmodeledtheskillatleastthreetimes.,.,18,Performtheskillorlearningtaskwhileaskingquestionsaloudandansweringthemaloud.Chooseoneortwoplacesduringtheproblemsolvingprocesstoquestionyourstudents,.,19,Provideimmediateandspecificfeedbackaswellaspositivereinforcementwitheachstudentresponse.,.,20,Whenstudentsanswerincorrectly,praisethestudentforhis/herrisk-takingandeffortwhilealsodescribingandmodelingthecorrectresponse.Whenstudentsanswercorrectly,alwaysprovidepositivereinforcementbyspecificallystatingwhatitistheydidcorrectly,.,21,Asyourstudentsdemonstratesuccessinrespondingtooneortwoquestions,thenaskforanincreasednumberofstudentresponseswiththenextexample.,.,22,Whenyourstudentsdemonstrateincreasedcompetence,continuetofadeyourdirection,promptingstudentstocompletemoreandmoreoftheproblemsolvingprocess.Eventually,youonlyaskquestionsandyourstudentsprovidealltheanswers.,.,23,Whenyouareconfidentthatyourstudentsunderstandtheproblem-solvingprocess,invitethemtoactivelyproblem-solvewithyou(studentsdirectproblem-solvingstudentsaskquestion,thenbothstudentsandyourespond).,.,24,Letstudentaccuracyofresponsesandstudentnonverbalbehaviorguideyourdecisionsaboutwhentocontinuefadingyourdirection.,.,25,V.Influencesonstudents,Complementsexplicitteachermodelingbyprovidingthenecessaryteachersupportstudentswhohavelearningproblemsneedinordertotakethenecessaryrisksthatareapartofinitiallylearninganewmathconcept/skill.,.,26,Reducesmathanxietybecauseofthisteachersupport.,.,27,Providesaneffectivewayforstudentstograduallybutthoroughlylearnamathconcept/skill,ratherthanbeingexpectedtoautomaticallytransferwhattheyseetheteacherdotodoingitindependently.,.,28,Providesyoutheopportunitytoevaluatestudentunderstandingduringinstruction,allowingyoutoremodel,providecorrectivefeedback,emphasizeparticularelementsoftheconcept/skil