Scaffolding Student Learning Kevin M. Clark Future Faculty Teaching Fellows Summer Institute July 13, 2013

Opening Question So what is teaching anyway???

Common Teaching Practices Lecture – should I tell students something? Discussion – should I try to get students to talk about something? Activity – should I have students do something?

Courses I Teach General Psychology (PSY P103) Lifespan Development Psych. (PSY P216) Statistical Techniques (PSY K300) The Psychology of Learning (PSY P325) Cognitive Psychology (PSY P335) Behavioral Neuroscience (PSY P326) History & Systems of Psychology (PSY P459) Special Topics (PSY P390): – The Psychology of Creativity – Political Psychology – Motivation to Learn

Planning for Class Frame #1: How can I “fill” class time today? Frame #2: What is the most important content I should “cover” today? Frame #3: How can I incorporate new technology and teaching “fads” into class today?

Planning for Class Frame #4: In what activities should students engage today? Frame #5: What do I want students to learn today? Frame #6: How can I best assist student learning today?

Teaching as Scaffolding Student Learning Scaffolding is providing students with needed assistance and support so as to maximize their learning. It is aimed at expanding capabilities and developing mastery. Assistance is reduced as learning becomes more self-regulated and support is no longer needed.

Vygotsky (1978): Zone of Proximal Development (ZPD)

Implications of Vygotsky’s ZPD Teach (scaffold or assist performance) in the ZPD. Distinguish current performance vs. potential for learning.

What should we scaffold? Concepts (literacy) – Understanding – Application Thinking – Critical thinking – Metacognition/Reflexivity Motivation – Expectancy (self-efficacy) – Value

Tharp & Gallimore (1988): Means of Assisting Performance Modeling Contingency management (reinforcement/punishment) Feedback Instruction Questioning Cognitive structuring – Conceptual understanding – Task structuring

Lave & Wenger (1991): Legitimate Peripheral Participation (LPP) From: University of South Alabama, Online Learning Laboratory, Retrieved 7/13/11 from

Implications of Lave & Wenger’s LPP Understand learning as intertwined with issues of belonging and identity. Connect (and help students see connections between) class activities and meaningful practices. Recognize class practices and student goals may differ from those teachers intend/desire. – Example (see Brophy, 2010): Learning Goals Performance Goals Work Avoidance Goals

So how can we scaffold students preparation for class? Class Preparation Assignments Daily/Weekly Quizzes Reflection Papers/“Talking Points” Review (e.g., stats “math review”)

Scaffolding During Lectures Emphasize most important & challenging ideas Use “interactive lectures” (teacher-led conversation) Provide cognitive structuring Model concepts as tools for thinking Demonstrate applications and relevance Connect to prior learning Embed discussions, activities, & concept checks

Scaffolding During Discussions Create a community of learners (e.g., the “name quiz”) Model critical thinking/reading and respectful dialogue Use discussion as context for scaffolding understanding/literacy Push students toward deeper thinking (e.g., probing follow-ups, “devil’s advocate”) Use “reciprocal teaching” (summarizing, clarifying, questioning, predicting) Provide cognitive structuring (e.g., frameworks for integrating emerging ideas) Mix in personal reflections, “think-pair-share”, or small-group discussions End with “final thoughts”

Scaffolding with Activities/Assignments Move from “hands on” to “minds on” (Brophy, 2010). – Expert panels/debates – JIGSAW technique: expert groups  learning groups – Film analyses/product reviews – Newsletters/workshops (for a specific audience) – Dialogues (among key figures/from different perspectives) – Poster sessions/student presentations – Case analysis/Personal intellectual history papers – “Final Essay” assignment

References Brophy, J. (2010). Motivating students to learn (3 rd ed.). New York: Routledge. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.) Cambridge, MA: Harvard University Press.

Contact Info Kevin M. Clark Associate Professor of Psychology Indiana University Kokomo (765)