Research on Most Frequently Used Scaffolding Techniques by Teachers

Research on Most Frequently Used Scaffolding Techniques by Teachers

Autumn R. Clary

Rollins College

Introduction to Scaffolding Techniques

Scaffolding in education refers to a range of instructional techniques that are typically used to move the students gradually towards more solid understanding as well as ultimately greater independence in their learning process. Young children require proper attention, and they need to be guided well in their pre-reading skills. Therefore, teachers mainly those who teach young children the pre-reading skills offers consecutive levels of temporary support that aid the students to reach advanced levels of comprehension besides getting some skill acquisition that they would probably not get without the much-needed assistance. Consequently, scaffolding is generally regarded to be an essential component of effective teaching and due to this reason, teachers either at a grander or lesser extent, definitely use the numerous methods of instructional scaffolding in their process of teaching.

Researh has shown that if these children are not at the required reading level to understand a text or some words that are being taught by their teachers, the teacher might apply instructional scaffolding to incrementally increase their reading ability till they can be able to read the required words or text independently without being helped.

This research is is an ontological research that is based on research objects. The twenty-five research questions mainly focuses on how, teachers use scaffolding in bridging the learning gaps, for example, the difference between what the young children have learned and what they are projected to know in their education. Some of the scaffolding techniques the research utilizes in understanding how teachers support the young children’s pre-reading skills include; the teacher illustrates a specific problem or concept in several ways to ensure that these young children understand. Before the children read a problematic text, the teachers typically provide them with a simple vocabulary text. Other techniques include; the teacher making suggestions and use of demonstrations. The research questions also defined the concepts of scaffolding as applied in early childhood education.

Research hypothesis:

If the studedent does not understarnd prereading skills then applying skafolding techniques will help him understand better.

If scafolding techniques are applied to early learners then there is a high posibility to perform better in education.

If the teacher uses different scafolding techniques then the relationship and understanding between the teacher and the student will be improved differently.

Literature Review

The research utilizes previous credited researches on psychology and specifically on scaffolding techniques. That is how the teachers uses scaffolding techniques the effects on the learner and how best do they get to adopt. According to research, it has been proven that scaffolding techniques are effective and student to student cognitive and metacognitive activities have utilized these techniques which in return turned out to be successful (Pol, J. V., Volman, M., & Beishuizen, J. 2010). To further on Pol and his fellows research of 2010 showed that one to one teacher to student learning through scaffolding turned out to produce a very sharp student. Their research based on questionnaires and observation also found out that those subjected to scaffolding processes seemed to enjoy the learning unlike others who were using other methods such as being directly shown how to do something. This group of students would forget very fast and admired that they would be taught using the scaffolding methods.

Also the same researchers that is Pol, Volman, Oort and Beishuizen did another research in 2015 where the research found out the effects of scaffolding. According to their research, teachers increased the contingency degree in their support which in turn become a success by having groups of students become independent after a very short period of learning. Also in trying to control the efforts placed in tasks their research showed that high contingent support made the student work independently for a long period of time for positive results. The reverse of the same where low contingent support increased independence among the students thus worked for a short period for positive results. Lastly, higher levels of contingency and appreciation were directly related (Pol, J. V., Volman, M., Oort, F., & Beishuizen, J. 2015). According to this research it is important to note that high end learned professionals (post graduate teacher) find it hard to apply scaffolding techniques unlike those with teaching diploma, certificate or degree.

According to Ankrum, J. W., Genest, M. T., & Belcastro, E. G. and their research of 2013, we get to know that verbal scaffolding is effective and improves learning as non-verbal does. First, verbal scaffolding improves a learner’s literature through getting to know literacy skills in the process of scaffolding learning. Verbal scaffoldings are very useful in early literacy learning and this makes the learner grow as an independent literature student. The study also identified a difficulty in both verbal and nonverbal technique whereby a student needed to make a mistake so that the instructor can know where and how to begin in the scaffolding teaching method (Ankrum, J. W., Genest, M. T., & Belcastro, E. G. 2013). Untrained teachers will leave students to make mistakes intentionally thus making the learning process very difficult.

Reference

Ankrum, J. W., Genest, M. T., & Belcastro, E. G. (2013). The Power of Verbal Scaffolding: “Showing” Beginning Readers How to Use Reading Strategies. Early Childhood Education Journal,42(1), 39-47. doi:10.1007/s10643-013-0586-5

Pol, J. V., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271-296. doi:10.1007/s10648-010-9127-6

Pol, J. V., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: Support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science,43(5), 615-641. doi:10.1007/s11251-015-9351-z