(Read bout ' Scaffolding learning of circular motion') Why is scaffolding learning so difficult It has been suggested that there are two types of useful scaffolding tools, those that focus on the prerequisite knowledge/skills at the start of new learning and those that offer a scaffold for the learning activity itself. Whilst the best scaffolding is likely to be the direct interaction between a learner and a teacher who monitor the learner's progress and modify teaching accordingly, in principle it is possible for activities to be guided by other resources – texts, videos and so forth. However, teachers are often attempting to work with a whole class of learners which is much more difficult. Teacher talk in classroom often attempt similar feats, explaining the observation (e.g., by Edwards & Mercer) that in contradiction to the usual social norms teachers ask a lot of questions that they already know the answers to. By asking a series of question, the learner is brought to understanding – as when (according to Plato), Socrates demonstrated that an uneducated slave boy could derive geometric theorems). When learning is of conceptual material we might see one form of scaffolding being Socratic dialogue. Socrates (Image by Raimund Feher from Pixabay) So fading is "reducing scaffolding as learning proceeds…the process of fading a scaffold, where the scaffold is incrementally withdrawn as the learner no longer needs it…in formal educational contexts it may require the teacher to actively and progressively withdraw the scaffold as they judge a learner can manage with less support…" ( Taber, 2018, pp.1, 26-27) The phased removal of scaffolding is known as fading. In simple terms, a parent may demonstrate something to a child, then take the child though some of the steps with them contributing, and so forth until in time the child can carry out the complete process without support. Read about The social developm ent theory of Lev Vygotsky Read about the ZPD, the Zone of Proximal Development It is said the learner achieves vicariously through the guidance of the more advanced person. The challenge needs to be something where the learner is not yet able to succeed in working alone, but where they can be successful if they find support from someone further along in their learning (which could be a teacher, or a parent, or even a peer). Vygotky's ideas are considered an example of a constructivist learning theory. The idea is linked to Vygotsky's theory of learning which considers that people make substantive development in learning when they are provided with challenges and supported appropriately. For something to count as scaffolding it has to relate to a task prescribed in relation to a specific learning goal that a learner is not yet able to succeed in unaided, where the scaffolding has been designed specifically to bridge the task demand in the light of the learners' current level, and where it actually allows the learner to be more successful than would have been possible otherwise…true scaffolding must lead in time to the learner developing the capability to succeed in the task unaided, and so must be ' faded' so that the learner gradually takes on full responsibility for the activity" " Scaffolding implies more that just structuring a learning activity, or offering support. Liverpool band 'The Scaffold' (only one of these artists is Paul McCartney's brother)
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