2. The Effects of Scaffolding on Students’ Self-Regulated Learning Skills Brittany Schmitz This symbol in the bottom left hand corner will indicate that there is a voice recording on the slide.

3. Self-Regulated Learning & Scaffolding  SRL: The ability of students to guide their own learning and/ or thinking, while completing a task.  Skills involved:  Self-Monitoring  Self-Evaluation  Self-Questioning  Goal- Setting  Planning  Scaffolding: The process of guiding and prompting students through their learning.

4. Sources of Scaffolding  Technology-based Scaffolding  Parent Scaffolding  Peer Scaffolding  Teacher Scaffolding

5. Technology-based Scaffolding Scaffold Molenaar, I., van Boxtel, C. A. M., & Sleegers, P. J. C. (2010). The effects of scaffolding metacognitive activities in small groups. Computers in Human Behavior, 26(2010), 1727-1738.

6. Technology-based Scaffolding StudyFindings Shih et al. (2010) There was some improvement of the SRL skills of the students, but the improvement was not significant. The system received positive reviews from the students involved. Dabbagh & Kitsantas (2005) For each of the different SRL characteristics, there was a significant effect from the WBPT (Web-based Pedagogical Tools). Different types of WBPT (Collaborative and Communication based assignments, administrative tools, and assessment tools) supported different SRL characteristics (Goal-setting, self-monitoring, and self- evaluation). Molenaar et al. (2010) The experimental group demonstrated a higher quantity of metacognitive activities than the control group, which says that scaffolding in general had a big effect on how many metacognitive activities were demonstrated by the students. Molenaar et al. (2012) The results demonstrated that scaffolding led to better student papers and more questions posed to the expert from the students. It did not, however lead to an increase in content knowledge.

7. Technology-based Scaffolding StudyAnalysis Shih et al. (2010) The fact that the improvements in students’ SRL skills were not significant, but the students enjoyed the system is not enough to say that this scaffolding approach was effective. Dabbagh & Kitsantas (2005) The researchers were able to find a significant effect of their computer scaffolding on each of the SRL characteristics they looked at which means that there was a relationship between the scaffolding and the students’ SRL skills. Molenaar et al. (2010) The results of this study showed that scaffolding can increase the quantity of metacognitive activities and SRL skills demonstrated by students. This study measured the skills demonstrated by students in terms of quantity, rather than by student perception as the studies by Shih et al. (2010) and Dabbagh & Kitsantas (2005) did. Molenaar et al. (2012) Students’ behaviors and the requirements of the task need to be taken into consideration before deciding if a student requires any type of scaffolding. Content knowledge of the students in this study didn’t increase by the end. The goal of scaffolding in terms of SRL among students, in my opinion, would be to guide the students to develop their self-regulated learning skills so that they can increase the amount and depth of their content knowledge.

8. Parent Scaffolding Nader-Grosbois, N., & Lefèvre, N. (2012). Parents' regulation and self-regulation and performance in children with intellectual disability in problem-solving using physical materials or computers. Research in Developmental Disabilities, 33(2012), 449-460.

9. Parent Scaffolding StudyFindings Neitzel & Stright (2003) The mothers’ scaffolding was significantly related to the children’s metacognitive talk in school. The mothers’ scaffolding was also significantly related to their child’s task persistence, monitoring of progress, and help seeking abilities. Their scaffolding was not, however significantly related to their child’s lack of behavior control. Nader-Grosbois & Lefèvre (2012) A negative and significant relationship between fathers’ scaffolding and child self-regulation in both groups (ID and TD) with physical materials was found, as well as a negative and significant relationship between mothers’ scaffolding and child self-regulation in the TD group with the use of the computer. No difference was observed between the support given by parents with ID children and the support given by parents with TD children.

10. Parent Scaffolding StudyAnalysis Neitzel & Stright (2003) The results of this study are suggesting that mothers’ scaffolding of their child’s metacognitive skills could help to prepare children for SRL in school. Mothers could scaffold their children while practicing activities and prepare their children to monitor their progress and display other SRL skills. Nader-Grosbois & Lefèvre (2012) The results suggest that the background of the child (ID or TD) didn’t affect their development SRL skills as a result of scaffolding. A negative significant relationship would entail that as the fathers provided scaffolding it would potentially decrease the SRL skills demonstrated by their child. This was also true with mothers and TD children while using the computer to complete tasks.

11. Peer Scaffolding “What could you do in this paragraph, to make your report flow better?” Pifarre, M., & Cobos, R. (2010). Promoting metacognitive skills through peer scaffolding in a CSCL environment. Computer-Supported Collaborative Learning, 5(2010), 237-253. “I could combine these two sentences together.”

12. Peer Scaffolding StudyFindings Pifarre & Cobos (2010) Over time (2 terms), the notes and comments written by the students on their peers reports showed an increase in the metacognitive skills that were used. The metacognitive skill that was seen most often was in the “planning” category. This was followed by the “monitoring” category then the “maintaining clarity” category. These results were true for both semesters of the study.

13. Peer Scaffolding StudyAnalysis Pifarre & Cobos (2010) This study does not show if there was a significant relationship between the increase in skills and the peer scaffolding. Other factors could have played a part in the increase such as the scaffolding of skills from other classes or from other sources such as other teachers or possibly from parents.

14. Teacher Scaffolding Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33(2005), 381-412.

15. Teacher Scaffolding StudyFindings Azevedo et al. (2004) In the AS condition, the student demonstrated a “feeling of knowing” and “prior knowledge activation.” The student did not however, demonstrate “self- questioning.” In the FS condition, the participant demonstrated “goal-directed learning.” Finally, in the NS condition, the participant demonstrated goal directed searches. The participant didn’t show any kind of progress monitoring throughout her learning. Azevedo et al. (2005) Adaptive scaffolding seemed to be the most effective in enhancing students’ SRL processes as well as their understanding of the circulatory system. This is similar to the results in the earlier study. Students in the AS condition also seemed to be the only group to gain a deep understanding of the circulatory system. Ifenthaler (2012) The results of this study showed that students in the GP group demonstrated higher content knowledge by the end of the study. The results suggest that generic prompts would be the most beneficial for students who already have basic self-regulated learning skills (i.e. college students). Students who don’t have some self-regulated learning skills (i.e. elementary-high school students) could find DP to be more beneficial, however the results of this study can’t accurately support that claim.

16. Teacher Scaffolding StudyAnalysis Azevedo et al. (2004) The results show that adaptive scaffolding seemed to be the most effective. Students in the AS condition demonstrated prior knowledge activation and a feeling of knowing. Students in the FS condition only demonstrated goal- directed learning and students in the NS condition demonstrated some goal- directed learning. Azevedo et al. (2005) This study was similar to the Azevedo et al. (2004) study in that they both looked at adaptive and fixed scaffolding, but this study worked with high school students and the results showed that students gained a deeper understanding of the content. This would suggest what the previous study suggested, which is that AS is the most effective. Ifenthaler (2012) Prompts are still considered scaffolding because they guide students’ learning in the preferred direction. In this case the preferred direction would be in the direction of developing SRL skills. The results show that GP, when given to the students, led to the demonstration of higher content knowledge. Students who reflected on their current learning demonstrated a higher content knowledge.

17. Issues to Consider  Content Knowledge  Parental Involvement  Time

18. Recommendations for Classrooms & Instruction  Scaffold students in a way that will increase their content knowledge!  Parents should be involved!  Students’ skills will not develop overnight!

19. References Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(2004), 344-370. Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33(2005), 381-412. Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(2005), 513-540. Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38-52. Molenaar, I., van Boxtel, C. A. M., & Sleegers, P. J. C. (2010). The effects of scaffolding metacognitive activities in small groups. Computers in Human Behavior, 26(2010), 1727-1738. Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P. (2012). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers & Education, 59(2012), 515-523. Nader-Grosbois, N., & Lefèvre, N. (2012). Parents' regulation and self-regulation and performance in children with intellectual disability in problem-solving using physical materials or computers. Research in Developmental Disabilities, 33(2012), 449-460. Neitzel, C., & Stright, A. D. (2003). Mothers' scaffolding of children's problem solving: Establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17(1), 147-159. Pifarre, M., & Cobos, R. (2010). Promoting metacognitive skills through peer scaffolding in a CSCL environment. Computer-Supported Collaborative Learning, 5(2010), 237-253. Shih, K.-P., Chen, H.-C., Chang, C.-Y., & Kao, T.-C. (2010). The development and implementation of scaffolding- based self-regulated learning system for e/m-learning. Educational Technology & Society, 13(1), 80- 93.