Scaffolding & Blended Learning PDF

SCAFFOLDING & BLENDED LEARNING SBX22ES CHAPTER 4, UNIT 2  Chapter 4: Scaffolding and blended learning models to teaching practice and teacher development: Narrative perspective  OBJECTIVES After studying this chapter, you should be able to:  Gain i...

SCAFFOLDING & BLENDED LEARNING SBX22ES CHAPTER 4, UNIT 2  Chapter 4: Scaffolding and blended learning models to teaching practice and teacher development: Narrative perspective  OBJECTIVES After studying this chapter, you should be able to:  Gain insight into two teaching practice models in the field of education  Examine teaching practice models, namely scaffolding and blended learning  Choose from different teaching models when faced with different contexts in the field of education  INTRODUCTION  Teaching practice has several challenges, more especially in African countries.  The challenges are as a result of the different schooling environments found in Africa.  Students are placed in different school contexts( rural, farm, urban and semi-urban). Main challenges associated with teaching practice are: o Placing student teachers in rural and farm schools with no resources. o Overcrowded classrooms. o A shortage of teachers or absence of teachers to mentor them. o As well as under qualified teachers.  SCAFFOLDING  Scaffolding—is also known as scaffold learning, scaffold method, scaffold teaching, and instructional scaffolding—is a popular teaching method in early childhood education.  Most schools are characterized by teacher orientated approaches where learners merely follow teachers’ directions and in general have only limited autonomy (independence)  Scaffolding in classroom environments such as these can be affected by learners’ background,  Experiences and knowledge as well as teachers’ tendency to instruct than stimulate inquiry. Description of a school context School is a place where the structure of formal authority, organizational policies and procedures and norms that shape behaviors, beliefs and actions, converge Teachers’ personal theories have a significant influence on all aspects of teaching Teachers bring to the environment a major aspect of their beliefs and practical knowledge ‘ based on their own experiences  THEORIES ON SCAFFOLDING  Scaffolding is regarded as a process through which knowledgeable people provide cognitive and social support. Theories on scaffolding are:  Piaget’s cognitive constructivism theory (1976)- the role of the teacher as providing an environment in which the learner can experience challenging opportunities.  This theory emphasised active discovery, intrinsic motivation, practical learning situations, critical thinking as elements of successful scaffolding  Vygotsky’s social constructivism (1987) introduced the “zone of proximal development”. According to Vygotsky social interaction is important in the development of cognitive and social activity.  ZPD-difference between being helped and not (learner/teacher)  Similarly , Bruner(1966) share the same belief that students build upon prior knowledge and his theory of learning explains individuals interaction in a social context Principles related to good thinking in teaching practice and learning  Constructive learning is active and requires cognitive processing  Learning is cumulative  Learning is self-regulated  Learning can be intentional and goal oriented  Learning is situated  Learning is collaborative  Teaching practice and teacher development  Teachers’ pedagogical content knowledge (PCK) is very important in order to make teaching practice effective.  This idea is premised on dimensions that include identifying the way teachers use their knowledge of teaching and learning.  Guiding learning through classroom interactions,  Monitoring learning and providing feedback, attending to affecting attributes and influencing student outcomes  Scaffolding and teaching practice  Scaffolding is viewed as a process in which a teacher provides learners with a temporary framework for learning.  Student teachers can be assisted through the process by lecturers and can use it in the school context during the teaching and learning process.  Within the different contexts scaffolding can be used to assist student teachers to take responsibility for their development towards becoming teachers and to make important decisions independently.  Scaffolding also assists in highlighting the changing role of the lecturer/teacher from giving lectures/knowledge to guiding – where ISSUES THAT CAN BE ADDRESSED TO ASSIST STUDENT TEACHERS IN PERSUIT TO BECOME TEACHERS  Constant support, guidance and evaluation should be provided.  Lectures can expose student teachers to micro-teaching sessions where student teachers teach small number of learners (e.g. 10) and are given 5-10 minutes to focus on specific skills  e.g. how to introduce a lesson or improve their questioning skills.  ADVANTAGES OF USING SCAFFOLDING  Clarifies purpose  Keeps students on task.  Clarifies expectations and incorporates assessment and feed back.  Points students to worthy sources  Reduces uncertainty and disappointment -There are many more advantages, refer to your reader  Conceptualizing blended learning  Blended learning is a hybrid learning concept integrating traditional in-class sessions and e- learning elements while combining the benefits of both learning forms. What blended learning looks like  Blended learning (blend elements) It is used in different settings such as higher education and workplace learning settings.  Requires detailed planning, engagement with a range of professionals, and a willingness to question and change accepted practices  It improve pedagogy, increased access and flexibility, and better cost effectiveness.  can improve student performance and lead to more effective learning.  It requires investment in module design, and in training and supporting tutors.  Provides an opportunity and a useful tool to deal with the challenges of student engagement posed by large classes.  Generates results that will inform change while simultaneously enhancing the student learning experience Applications of the blended model THANK YOU FOR YOUR TIME, ENSURE TO SIGN THE ATTENDANCE.. THE END MR M