On 12/12/08, Caitlin wrote:
> 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

Yes, but when the term is thrown at an unsuspecting person, it
does sound like "wizard magic" as Terry Pratchett described it
in "Equal rites". That is a novel about wizzards and witches in a
parallel universe, who approached education and science from
different standpoints.

Wizzards used edubabble and "big words" and long definitions to
explain something completely obvious and simple. They liked these
long complicated explanations and enjoyed them as if they were
poetry. However, the explanations were difficult to understand,
and therefore useless, to those who were not wizards.

Witches used plain words so anyone could understand them. They
wanted things to be done, and done fast. They would probably just
say "each child learns differently, and if you want them to learn,
use whatever makes THAT child learn".

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