The novel aspect is the integration of this old idea within the
context of a constructivist classroom, and as a tool for
differentiation. Different students will require different types
scaffolds and scaffolds of varying heights. Knowing how and when
to use scaffolding effectively is essential to constructivist
teaching. Will the student be aided more by a metaphor that
places the concept within a familiar context, like using
football to describe precision vs. accuracy, or do they need to
hear about practical applications of the concept in the real
world?

The ideal is to start out by providing a step stool, then a
ladder, and a full-scale scaffold only if necessary. Knowing
when and how to do this is the tricky part.

-Caitli

Share This Post | Report This Post

Next Post >>

Posts on this thread, including this one