1. Scaffolding & Fading January 14 th, 2014 SPA Meeting Joseph D’Intino, M.Ed. The Study

2. Outline Different support for different situationsDifferent support for different situations ScaffoldingScaffolding FadingFading ResourcesResources QuestionsQuestions

3. Different support… Learning Profile Strengths weaknesses Model Maintenance Scaffolds/support Fade Scaffolds/support Compensatory strategies

4. Scaffolding Cognitive scaffolding works similarly to physical onesCognitive scaffolding works similarly to physical ones Training wheelsTraining wheels Support that allows for growthSupport that allows for growth

5. General Rules Mistakes are learning opportunitiesMistakes are learning opportunities Remain process-orientedRemain process-oriented Cognitive Apprenticeship Model (Brown, Collins, & Newman, 1989)Cognitive Apprenticeship Model (Brown, Collins, & Newman, 1989) Vygotsky’s Zone of Proximal Development: Vygotsky’s Zone of Proximal Development:

6. Six Tips for Scaffolding “Show and Tell” - Modeling the process“Show and Tell” - Modeling the process Activate Prior KnowledgeActivate Prior Knowledge Think-aloudThink-aloud Preview vocabularyPreview vocabulary Use visual aids – organizers, checklists, etc.Use visual aids – organizers, checklists, etc. Strategic QuestioningStrategic Questioning Edutopia.org

7. Removing Support: Fading Goal: Independent learning Goal: Independent learning Fading refers to decreasing the level of assistance through the gradual removal of scaffolds Fading refers to decreasing the level of assistance through the gradual removal of scaffolds “When should we remove support?”“When should we remove support?” Does the student engage in the task independently?Does the student engage in the task independently? Can the student explain their mental process?Can the student explain their mental process? Can the student teach the task to someone else?Can the student teach the task to someone else? Backward ChainingBackward Chaining

8. Fading Gradual decreases - Don’t go “Cold turkey” Gradual decreases - Don’t go “Cold turkey” Offering increased levels of ownership to the studentOffering increased levels of ownership to the student Be reflexiveBe reflexive Example 1:Example 1: 1. Student has texts read to her1. Student has texts read to her 2. Student engages in “echo-reading”2. Student engages in “echo-reading” 3. Student reads with prompts3. Student reads with prompts 4. Student reads independently4. Student reads independently

9. Fading cont’d Example 2: Time managementExample 2: Time management 1. Model to the student how to gather, organize, and prioritize materials and assignments1. Model to the student how to gather, organize, and prioritize materials and assignments 2. Make a checklist with the student2. Make a checklist with the student 3. Ask strategic and objective questions to have student engage in appropriate study habits.3. Ask strategic and objective questions to have student engage in appropriate study habits. 4. Decrease frequency of questioning4. Decrease frequency of questioning

10. A final point… Scaffolding does not mean “doing”.Scaffolding does not mean “doing”. Fading does not mean “disengaging”Fading does not mean “disengaging” Scaffolding and Fading: an incremental processScaffolding and Fading: an incremental process Too little support ZPD Too much support Optimal Learning

11. Resources Tips for encouraging independent homework habits: http://www.sheknows.com/parenting/articles/974071/help-your-child- complete-homework-independently http://www.sheknows.com/parenting/articles/974071/help-your-child- complete-homework-independently An extensive explanation of scaffolding and fading: http://www.education.com/reference/article/scaffolding/ More tips for developing independent learning habits: http://www.canadianliving.com/moms/kids/expert_strategies_to_get_kids _to_do_their_homework.php http://www.canadianliving.com/moms/kids/expert_strategies_to_get_kids _to_do_their_homework.php

12. References http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca- alberhttp://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca- alberhttp://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca- alberhttp://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca- alber Brown, J., Collins, A., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Cognition and instruction: Issues and agendas, 453-494.Brown, J., Collins, A., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Cognition and instruction: Issues and agendas, 453-494. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18 (1), 32-42.Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18 (1), 32-42. Vygotsky, L. S. (1963). Learning and mental development at school age. Educational psychology in the USSR, 21-34.Vygotsky, L. S. (1963). Learning and mental development at school age. Educational psychology in the USSR, 21-34.

13. Questions?