Introduction
Boblett’s “Scaffolding: Defining the Metaphor” tackles the daunting tasks of defining the term scaffolding within education as it has evolved over the past two decades (Website). Boblett explores the “Theoretical Background: Origin of the Metaphor” by looking a “The Zone of Proximal Development (ZPD)” and “Mediation & Appropriation”; “Empirical Endeavors: Expanding the Definition” through “Expanding the Definition and Scope of Scaffolding”, “Utilizing Scaffolding in Pedagogical Approaches”, and “Refining the Metaphor: A Critical Analysis”; and “Scaffolding: The Current State of the Art” (Website). Scaffolding within education necessitates an extensive comparison of the term to other educational and non-educational terms to establish
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It can be compared to Alice falling down the rabbit hole, in the fact that she continued to add, clarify, glean, and apply a detailed explanation of pedagogical scaffolding and its application to the teaching of English Learners. Three elements in her work that stood out to me as the reader were the clarification of the terms Zone of Proximal Development (ZPD), mediation, and appropriation. I was amazed to learn that Vgotsky’s theory of child development was not dependent of the ZPD but instead ZPD was viewed as “an important place and moment in the process of child development” (Website). Vgotsky only gave brief examples of work that can be included in the ZPD such as “giving demonstrations, asking leading questions, and giving part of a task’s solution” (Website). Mediation as defined “the process whereby an individual connects to and learns from the surrounding social and cultural environment” expands what is known as human intelligence and learning through the exploration of mental activities in lower forms (biologically programmed) and higher forms (complex mental activity) (Website). Appropriation as the process to intermental to intramental takes the learner from learning in isolation to learning as social and solidifies Vigotzky’s learning within social cultural theory
Scaffolding techniques are the means by which the more knowledgeable other, a teacher, guides the learner within the learner’s own zone to reach a greater understanding and mastery of the task. The teacher can give verbal cues to help Sofi or provide her with a stronger pair of scissors. The teacher can also provide her with different materials to work on. Encouragement and praises may also help Sofi to gain confidence in completing the
“The Metaphor,” by Budge Wilson, is a short story about a young girl, Charlotte, coming of age. It begins with Charlotte as a seventh grader stuck between the two poles of her life: her teacher and mother. During the course of this bildungsroman, there are many techniques the author uses to strengthen and amplify its theme of growing up. Through the use of motif, juxtaposition, and symbolism, the reader is aware of the protagonist’s growth. In the story, the most potent motif is the metaphor.
Kasia Suarez discusses the process of acquiring her culture without a constant feeling of embarrassment because of bullying from her peers. For instance, she began attending college classes for education in the field and became more open-minded about the different cultures in the American educational system to help her have a wider perspective on culture. Soon after became a teacher and assisted children who were unfamiliar with English or the country, such as herself, when she was growing up. She was very helpful because she went through the same thing and learned from it as she grew up. This helps different students facilitate their sense of belonging and pride in their culture.
Prompt # 2: For many students, discrimination and unfair treatment due to their social location can cause difficulty to an individual’s developmental process and outcome in school. A developmental alliance is a teacher, counselor, volunteer or anyone who can provide support for the student. Characteristics of a strong developmental alliance include, (1) using the scaffolding approach to support the student’s learning, (2) providing a safe classroom/after-school setting for the students to foster the development of each individual, (3) serving the students rather than attempting to fix, and (4) assisting the youth find and develop their interests. A strong developmental alliance should use scaffolding in the classroom or the after-school
Introduction: Change leads to both positive and negative situations, however concludes in transformation. Whether negative or positive, change will alter aspects, and transform lives. The use of literature enables individuals to accept that change results in growth. Change can have three main perspectives: changing self, changing worlds and changing perspectives. These perspectives are all represented in the novel, Catherine, Called Birdy, written by Karen Cushman, and are also presented in the short story Sky High, written by Hannah Roberts.
Why the Artifact was Selected This artifact was a paper written to address a case scenario presented to the class in the course Principles and Foundations of Adult Education. The paper was a team product of cooperative work by Melissa Bloch-Meier, Nicole Johnson, Dylan West, and myself. This case scenario applied a look at learning through a developmental lens to faculty involved with training and development and community-based and faith-based organizations, corrections, and other adult educational contexts. I selected this artifact because it studies a real-world problem by application of adult learning theories to obtain a root cause justification for development of a workshop focused on understanding the impact faculty member’s adult
Jean Piaget, known for his interest in the Epistemology in children is seen as the pioneer of Developmental Psychology. Piaget 's Cognitive development theory led to a great deal of research work in the field of educational philosophy . But in the discipline of Psychology, every theory has been faced with a counter theory or an alternative. So is the case with Piaget 's theory. Lev Vygotsky, a soviet psychologist came up with the socio-cultural theory, which is another strong theory emphasizing child development and is seen as a major counter theory to Piaget 's work (Saul McLeod, 2004).
The biological process of development is the budding of conventional stages and programmed designs of behavior. The child is anticipated to achieve knowledge “logically and instinctively” from peripheral sources only when maturation generates willingness for it [9]. The maturationist teacher works primarily as an observer to identify signs of development and as a provider of an environment that places little demands on the
Scaffolding is an interactive process which determines how much of a support adult offer before the child is able to master the skill by themselves. C) When the child is able to meet the demands of the school by themselves, then the support by individuals should be reduced. D) Also, if the learning takes place due for adults who have greater knowledge than the child.
The Zone of proximal theory explains the teacher’s action during my observation. The teacher helped the child to complete the last stage of the puzzle after the child could not complete the last stage of the puzzle. Vygotsky argued that the zone is constantly changing while Piaget argued that learning is limited by the stage or maturation, but Vygotsky disagreed with this view, he argued that learning is not limited by the stage or maturation. What I have learned from this observation and using this theory to explain my observation is that children thrive in an environment that is predictable and nurturing; therefore, it is important for care givers to be trusting, dependable.
In this essay I will address Piagetian Theory, the cognitive performance of children from age seven to eleven, (the concrete operational period), and Vygotsky’s sociocultural theory of cognitive development. This essay will begin by analysing Piagetian Theory. Cognitive development cannot
This article aims to explore Piaget’s cognitive development theory and Vygotsky’s sociocultural cognitive theory. Piaget explicated people fundamentally improve their thinking in stage at distinct periods. In terms of Vygotsky’s sociocultural cognitive theory, it is inevitable to investigate the correlation between social interaction and individual cognitive development, the role of cultural tools in mental process, and the zone of proximal development(ZPD). In light of Piaget’s theory, there are four elements proposed to elaborate people gradually endeavor to interpret and interact with the world. To be precise, biological maturation, activity, social experience, and equilibration impinge on the development of thinking (Piaget,1970).
ZPD is zone of the proximal development. Vygotsky divided children’s knowledge into three sections, respectively are what they can do, what they cannot do and ZPD. Here ZPD is the linking between “can do” and “cannot do”. I t means the potential learning area where children and reach with scaffolding of MKO. The significant part of Vygotsky theory is that he consider not only about children’s mental development, but also the external affection on mental function, which Piaget had missed out.
This is accomplished by acknowledging similar experiences between different ethnic backgrounds and creating a new common ground that can be build on. Behavioural and cognitive perspectives focus on the solo learner. Whereas the socio-cultural perspective sees learning as a social activity and acknowledges how peer norms, social supports, knowledgeable people, and cultural and historical circumstances (Conway,
Introduction As most people know scaffolding is a temporary structure which aids in construction work for workers to build or repair buildings. The scaffolding will be removed once the building is able to support itself. In a learning context, the metaphor of scaffolding was first introduced by Wood, Bruner, and Ross in 1976. The same as the builders, teachers provide temporary support to help learners to develop new concepts, new skills, and new knowledge. Once the learners acquire the skills, the teachers will remove the support.