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Using Scaffolding to Assist Students’ Maximum Learning

The success of the students in performing an activity inside the classroom greatly depends on the ability of the teacher to interact with them as they are on the verge of completing the task. In this sense, the technique called scaffolding would be very helpful since it allows the teacher to model the desired learning task and then shift the responsibility of completing the activity to the students.

Scaffolding is defined as a “process that enables a child or novice to solve a problem, carry out task or achieve a goal which would be beyond his unassisted efforts” (Wood, et. al. 90). This has been considered as one of the most effective instructional strategies which can be used by the teachers for successful transfer of knowledge to the students (Graves, et. al. n. p. ). With the aid of this teaching methodology, the students will be properly assisted and guided by the teacher to attain and achieve the desired learning outcomes of a particular lesson (Reichl 236).

It is believed, furthermore, that the concept of scaffolding takes root from the theoretical concept of Lev Vygotsky called Zone of Proximal Development or ZPD which is defined as the “area between what the children can do independently and what they can do with assistance” (Clark & Graves 571). There are many scaffolding techniques that a teacher can utilize inside the classroom to assure successful execution of the teaching-learning process. One of these techniques which can be very useful to the educative process is the so called modeling.

Modeling is a process of showing how something is done so that the students will have the full understanding of that particular thing. In this process, students learn from the careful observations in the actions of others. To be able to become successful in using modeling as scaffolding technique inside the classroom, the teacher should have a clear, concise and concrete explanation on the activity or behavior that the students will copy or model. There are many tasks in the teaching-learning process wherein modeling could be very useful.

One of which is the activity on semantic webbing or mapping. Semantic webbing or mapping is a teaching methodology that provides the students a better understanding on a particular topic by listing and organizing ideas or concepts about that particular topic. In this method, the teacher should give first an idea or concept in a particular lesson. The teacher will write and encircle the said idea or concept in the chalkboard. Then, the teacher will ask the students to think of details or descriptions about the said idea or concept.

Afterwards, the students will write their answers around the idea or concept using lines or arrows. Semantic webbing or mapping can be used in studying flowers under Biology subject. In this method, the teacher will ask the students what they know about ‘flower’. The teacher will write and encircle the word ‘flower’ with the use of a simple chalkboard or a Smartboard. Then, the teacher will let the students write their ideas of the word ‘flower’ around it through the use of lines or arrows. By doing this, the students will have the clear picture of what the topic or given word is all about.

With regards to the use of modeling as scaffolding technique for this task, the teacher will give first his or her example detail for the word ‘flower’. He or she will explain it to the class and then he or she will ask the students to take their turn. Through this, the teacher helps the students to understand the instruction of the activity. The students will most likely not to commit mistake in terms of instructions because they have something to consider as their model for doing the task.

Works Cited Clark, K. F. and Graves, M. F. (2005). Scaffolding students’ comprehension of text. The Reading Teacher 58 (6). Graves, M. , Graves, B. and Braaten, S. Scaffolding reading experiences for inclusive classes. Educational Leadership, 1996. Reichl, S. Cognitive principles, critical practice: Reading literature at university. Germany: Vienna University Press, 2009. Wood, D. , Bruner, J. and Ross, A. The role of tutoring in problem solving. Journal of child psychology and psychiatry, 1976.

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